GIFT  OF 
Publisher 


EDUCATION  DEFT 


LESSONS  ON  THE  USE  OF 
BOOKS     AND     LIBRARIES 


LESSONS  ON  THE  USE  OF 

BOOKS  AND  LIBRARIES 


A  TEXT  BOOK  FOR  SCHOOLS 
AND  A  GUIDE  FOR  THE  USE 
OF  TEACHERS  AND  LIBRARIANS 


By 

O.  S.  RICE 

State  Supervisor  of  School  Libraries,  Wisconsin  State  Department  of 
Public  Instruction 


RAND  M9NALLY  &  COMPANY 
CHICAGO  NEW  YORK 


• 


Copyright,  1920,  £ 

O.  S.  RICE 
Edition  of  192.3 


>/ 


Made  in  U.8.  A 


B-23 


THE  CONTENTS 


The  List  of  Illustrations         

PAGE 

viii 

The  Preface  (For  the  Pupil}        

ix 

The  Introduction  (For  the  Teacher}  ....... 

xi 

LESSON 

CLASS  1 

GRADE  2 

PAGE 

I. 

How  TO  HANDLE  BOOKS    .... 

Reading 

6  (or  i  and  2) 

i 

II. 

PHYSICAL  MAKE-UP  OF  A  BOOK   . 

Reading 

6  (or  5)        . 

4 

III. 

PRINTED  PARTS  OF  A  BOOK     . 

Reading 

6      . 

8 

IV. 

STORY  OF  THE  BOOK     

Reading 

6      .         .       . 

14 

V. 

THE  DICTIONARY:  FIRST  SERIES: 

Unabridged  Dictionary 

Language     . 

6  (or  5)         . 

15 

Finding  Given  Words  in  Dictionary 

Language     . 

6  (or  4  and  5) 

16 

Correct  Spelling  through  Use  of  the 

Dictionary    

Language     . 

6  (or  4  and  5) 

19 

Abbreviations  Interpreted  by  the  Dic- 

tionary     

Language    . 

6  (or  5)         • 

20 

The  Dictionary  as  a  Guide  to   Pro- 

nunciation   .'     

Reading 

6  (or  4  and  5) 

22 

Definitions  of  Words  in  the  Dictionary 

Reading 

6  (or  also  4 

and  5)      . 

23 

Pictorial  Illustrations  in  Dictionary 

Language    . 

6  (or  5)        . 

25 

The  Gazeteer  in  the  Dictionary 

Geography  . 

6  (or  5)        . 

27 

Biographical  Information  in  the  Dic- 

tionary   ....'.... 

Reading 

.      .      6 

27 

VI. 

GENERAL  ENCYCLOPEDIAS  .... 

Reading 

.      .     6 

29 

VII. 

ATLASES    

Geography  . 

.      .     6 

33 

VIII. 

YEARBOOKS    

Geography  . 

.      .     6    •  . 

35 

IX. 

THE  DICTIONARY:  SECOND  SERIES: 

Phrases  Defined  in  the  Dictionary  . 

Reading 

.      .     6 

37 

Some  of  the   Proper   Names  in   the 

Dictionary    

Language    . 

.     6       . 

37 

Noted  Names  in  Fiction  Explained  in 

the  Dictionary  

Reading 

.      .     6       . 

39 

Myths,  Legends,  and  Folklore  Stories 

Briefly  Told  in  the  Dictionary 

Reading 

.      .     6 

39 

1  See  "Plan,"  page  xiv. 

2  See  "For  Whom  Intended,"  pages  xii-xiii,  and  "Lessons  Which  May  Be  Given  in  the  Middle 
ind  Lower  Grades,"  page  xiii. 


571776 


VI 


THE    CONTENTS 


LESSON 

CLASS 

GRADE 

PAGE 

X. 

ARRANGEMENT    OF    BOOKS    ON    THE 

SHELVES       

Reading 

6        . 

40 

XL 

THE  CARD  CATALOG       .... 

Reading 

6        . 

46 

XII. 

FAIRY  TALES,  FABLES,  AND  FOLKLORE 

Reading 

6      . 

53 

XIII. 

MYTHOLOGY     

Reading 

6      . 

55 

XIV. 

GEOGRAPHY  AND  TRAVEL     . 

Geography  . 

6      . 

57 

XV. 

THE  DICTIONARY:  THIRD  SERIES: 

Synonyms  Discussed  in  the  Diction- 

ary        

Language    .      . 

7      • 

59 

Specialized  Uses  of  Words  Indicated 

in  the  Dictionary       .... 

Language    . 

•       7     • 

59 

The  Dictionary  as  a  Guide  to  Good 

English      

Language    .      . 

7     • 

60 

Foreign  Words  and  Phrases  Denned 

in  the  Dictionary       .... 

Language     . 

•       7     • 

62 

Parts  of  Speech   Indicated   by  the 

Dictionary      

Language    . 

.       7     - 

63 

Transitive   and    Intransitive    Verbs 

Indicated  by  the  Dictionary 

Language    .     *. 

7 

64 

Principal  Parts  of  Verbs  Given  in 

the  Dictionary     

Language     . 

7 

64 

Comparison  of  Adjectives  and  Ad- 

verbs in  the  Dictionary 

Language    .      . 

7 

66 

Arbitrary    Signs    Explained    in    the 

Dictionary      

Language    . 

7 

66 

XVI. 

SCIENCE  AND  NATURE     .... 

Geography  . 

7 

68 

XVII. 

USEFUL  ARTS  .... 

Physiology 

and  Hy- 

giene 

7 

70 

XVIII. 

FINE  ARTS       

Reading 

/ 

72 

XIX. 

BIOGRAPHY       

History 

7 

74 

XX. 

HISTORY 

History 

_ 

78 

XXL 

DAILY  NEWSPAPERS 

Reading 

8 

83 

XXII. 

MAGAZINES      

Reading 

8      . 

99 

XXIII. 

NOTE  TAKING 

Reading 

8      . 

no 

XXIV. 

GOVERNMENT  

Civics 

8      . 

116 

XXV. 

THE  DICTIONARY:  FOURTH  SERIES: 

Quotations  in  the  Dictionary 

Reading 

8      . 

120 

Derivation   of   Words  Told   in   the 

Dictionary      

Language    .      . 

8      . 

120 

THE   CONTENTS 


vn 


LESSON 

CLASS 

GRADE 

PAGE 

XXVI. 

PUBLIC  DOCUMENTS     .... 

Civics 

.      .       8     . 

128 

XXVII. 

PAMPHLETS  AND  CLIPPINGS     . 

Civics 

.      .        8      . 

134 

XXVIII. 

LITERATURE        

Reading     . 

.      .        8      . 

136 

XXIX. 

CONDUCT  OF  LIFE  AND  VOCATIONAL 

GUIDANCE       

Civics 

147 

XXX. 

EDITIONS       

Reading     . 

.      .        8      . 

T"/ 

149 

XXXI. 

SELECTION  OF  BOOKS  .... 

Reading 

I  S4 

XXXII. 

SCHOOL  LIBRARIES  

Reading 

.      .        8      . 

OT* 

15? 

XXXIII. 

HOME  LIBRARIES     

Reading     . 

.      .        8      . 

158 

XXXIV. 

PUBLIC  LIBRARIES  

Reading 

8  (also  i,  2, 

and  3)  .    . 

159 

XXXV. 

REFERENCE  BOOKS  ESPECIALLY  NEEDED        

162 

XXXVI. 

BOOKS  FOR  GENERAL  READING 

.      .        .      . 

163 

The  Index 

175 

THE   LIST   OF    ILLUSTRATIONS 


PAGE 


PHYSICAL  MAKE-UP  OF  A  BOOK 5 

STORY  OF  THE  BOOK        .       .       . .       .         14 

DICTIONARY  EXCERPTS .       .      24;  65;  124;  126;  127 

A  GENERAL  ENCYCLOPEDIA,  SHOWING  INDEX  WORDS 30 

ARRANGEMENT  OF  BOOKS  ON  THE  SHELVES 43 

CATALOG  CARDS 46-51 

NEWSBOY 83 

NEWS  ARTICLE 86 

EDITORIALS 87;  88;  89 

"FORM"  OF  NEWSPAPER  READY  FOR  STEREOTYPING 90 

"MAT"  FOR  STEREOTYPING 91 

STEREOTYPE  CAST  FROM  THE  "MAT" 92 

A  PRINTING  PRESS 94 

A  CONVENIENT  MAGAZINE  RACK 100 

A  PAGE  FROM  Readers'  Guide  to  Periodical  Literature      ....        106-107 

VERTICAL  FILES 134 

METHOD  OF  FILING  PAMPHLETS  AND  CLIPPINGS TS 


viS 


THE  PREFACE 
For  the  Pupil 

The  more  thoroughly  you  learn  while  in  school  to  be  -self- 
helpful  in  any  situation  in  life,  the  better.  One  of  the  important 
means  to  this  end  is  learning  how  to  get  reliable  information 
on  any  subject  when  that  information  is  needed.  Of  course, 
many  things  learned  in  school  are  learned  for  life,  such  as  the 
multiplication  table,  the  location  of  important  countries  and 
cities,  the  spelling  of  words  frequently  used,  etc.  But  you  can- 
not in  school  "tank  up"  with  enough  information  to  do  for  the 
rest  of  your  life. 

Therefore  you  ought  to  learn  how  and  where  to  secure  infor- 
mation when  you  need  it.  And  one  of  the  most  important 
ways  of  doing  this  is  by  learning  how  and  where  to  look  for 
information  in  books  and  libraries.  That  is  the  kind  of  train- 
ing these  lessons  aim  particularly  to  give.  They  are  a  course 
in  training  you  to  help  yourself,  and  hence  are  as  important  as 
any  other  school  work. 

One  of  the  sources  of  worth-while  pleasure  through  life  is  a 
taste  for  reading  the  best  and  most  interesting  books  and  maga- 
zines and  the  ability  to  select  and  read  them  wisely.  Consider- 
able attention  is  given  in  these  lessons  to  this,  too.  You  will 
be  helped  to  appreciate  the  lines, 

There  is  no  frigate  like  a  book 

To  take  us  leagues  away, 
Nor  any  charger  like  a  page 

Of  prancing  poetry. 

By  knowing  how  to  use  books  and  libraries  you  can  better 
continue  your  general  education  after  you  leave  school  and  you  can 
go  on  with  your  education  in  the  trade  or  profession  which  will 

ix 


X  THE   PREFACE 

be  your  life  occupation.  You  will  in  this  way  not  only  improve 
your  chances  for  personal  success  in  life,  but  you  will  also  become 
a  more  useful  member  of  society  and  a  better  citizen. 

You  have,  then,  a  number  of  important  reasons  for  studying 
these  lessons  on  books  and  libraries  with  much  care.  You 
ought  to  find  the  lessons  all  interesting  —  some,  of  course,  more 
so  than  others.  If  certain  ones  prove  rather  difficult,  remember 
the  old  saying,  "There  is  no  royal  road  to  learning."  Above 
all,  bear  in  mind  that  you  are  learning  that  great  lesson  of 
success  —  self-help. 

In  doing  the  exercises  accompanying  the  lessons,  how  and  where 
you  find  any  piece  of  information  is  more  important  than  the 
information  itself.  The  purpose  of  the  reference  exercises  is  not 
primarily  to  teach  the  facts  with  which  they  deal,  but  to  give  train- 
ing in  finding  information.  The  school  textbooks  should  not  be 
used  in  finding  answers  to  the  questions  in  the  exercises. 

THE  AUTHOR 

September,  1920 


THE  INTRODUCTION 
For  the  Teacher 

AIM 

This  book  is  intended  as  a  textbook  for  training  pupils  in 
the  ability  to  find  information  in  books  and  libraries  and  as  an 
aid  in  developing  a  taste  for  good  general  reading  which  shall 
function  throughout  life.  It  aims  to  help  in  the  realization  of 
that  definition  of  education  which  holds  that  an  education  is 
the  ability  to  find  information  when  it  is  needed,  and  it  further 
aims  to  help  the  pupils  to  enter  upon  their  literary  heritage 
through  the  reading  of  worth-while  books  and  periodicals. 

NEED 

Tests  given  to  upper-grade  and  high-school  students  by  the 
author  prove  conclusively  that,  without  a  definite  course  of 
study  in  reference  work  as  conscientiously  carried  out  as  the 
course  of  study  in  the  traditional  school  subjects,  those  who 
leave  our  public  schools  will  not  have  even  the  most  elementary 
training  in  finding  information  when  it  is  needed.  Among 
hundreds  of  pupils  tested  in  different  schools,  not  a  single  pass- 
ing grade  was  recorded. 

Also  more  attention  to  a  well-ordered  plan  is  needed  for  the 
purpose  of  developing  good  reading  tastes  and  habits. 

It  has  been  found  that  upper-grade  work,  as  a  rule,  is  less 
successful  than  that  of  the  lower  grades.  One  important  reason 
for  this  condition  is  that,  whereas  the  need  of  the  pupil  to 
help  himself  increases  as  he  passes  up  in  the  grades,  he  is  not 
receiving  adequate  training  in  the  ability  to  work  independ- 
ently. These  lessons  will  give  a  large  share  of  such  training  in 
self-help.  Since  lack  of  success  in  school  is  one  of  the  principal 
reasons  why  so  many  children  leave  school  before  completing 

xi 


xii  THE   INTRODUCTION 

even  the  elementary  grades,  training  in  self-help  will  be  of  service 
in  reducing  both  retardation  and  elimination. 

It  is  also  of  importance  in  this  connection  that  if  pupils  are 
given  training  in  self-help  the  crowded  curriculum  can  be  reduced. 

The  introduction  of  training  in  the  use  of  books  and  libraries 
will  not  be  adding  to  the  burdens  of  already  hard-working 
teachers.  On  the  contrary,  it  will  materially  reduce  the  load 
which  they  are  now  carrying.  If  the  pupils  are  trained  in  the 
ability  to  help  themselves,  the  teacher's  time  and  energy  will 
eventually  be  taxed  to  a  lesser  extent.  The  pupils  will  be  able 
to  prepare  the  assigned  lessons  more  successfully,  and  at  the  same 
time  they  will  be  receiving  a  training  valuable  for  life  purposes. 

ORIGIN 

A  manual  to  serve  as  a  guide  for  teachers  in  giving  lessons 
on  the  use  of  books  and  libraries  was  prepared  by  the  author 
for  the  Wisconsin  State  Department  of  Public  Instruction  for 
use  in  the  schools  of  that  state.  The  lessons  in  that  manual, 
which  was  entitled  Lessons  on  the  Use  of  the  School  Library,  were 
made  part  of  the  Wisconsin  common  school  course  of  study  by 
State  Superintendent  C.  P.  Gary.  This  action  was  favorably 
received  by  the  schools  of  the  state.  The  requests  from  other 
states  for  copies  of  the  manual,  which  could  be  complied  with 
only  in  small  part,  have  led  to  the  preparation  of  this  course 
of  lessons.  The  present  publication,  however,  differs  in  plan 
from  its  predecessor  in  that  it  is  designed,  primarily,  for  the  use 
of  the  pupils  as  a  text,  though  at  the  same  time  it  will  serve  as 
a  guide  to  the  teacher  in  giving  lessons  on  the  use  of  books  and 
libraries,  whether  it  is  in  the  hands  of  the  pupils  or  not. 

FOR   WHOM    INTENDED 

Public  schools.  This  publication  has  been  prepared  for 
use  as  a  class  textbook  in  the  upper  grades  and  in  junior  high 
schools.  In  so  far  as  such  lessons  have  not  been  given  in  the 


THE   INTRODUCTION  xin 

grades,  they  may  be  given  in  the  freshman  English  class  of 
four-year  high  schools,  so  that  the  training  in  reference  work 
may  be  used  throughout  the  rest  of  the  high-school  course. 

As  previously  suggested,  the  book  may  be  used  as  a  guide 
for  the  teacher,  even  though  it  is  not  in  the  hands  of  the  pupils 
as  a  text.  In  that  case,  however,  the  exercises  would  have  to 
be  written  upon  the  blackboard  and  the  instruction  given  orally. 

Teachers'  training  classes.  The  lessons  will  be  found  of 
use  in  teachers'  training  classes  whether  in  normal  schools, 
colleges,  or  other  institutions.  Since  such  training  as  this  text 
represents  is  just  beginning  on  a  definite  basis  in  the  schools, 
prospective  teachers  should  learn  how  to  give  lessons  of  this 
kind.  A  reasonable  amount  of  time  taken  from  attention  to 
the  traditional  school  subjects,  with  the  teaching  of  which  the 
students  are  at  least  to  some  extent  already  familiar  through 
their  experience  as  pupils,  will  be  well  spent  in  preparation  for 
this  newer  work  in  education.  By  all  means  should  such  lessons 
as  these  or  their  equivalent  be  part  of  the  prescribed  course  in 
the  model  schools  of  institutions  training  teachers. 

Public  librarians.  Public  librarians  charged  with  the  duty  of 
giving  library  instruction  in  schools  will  find  these  lessons  of 
value  in  suggesting  ways  of  giving  or  supervising  such  instruction. 

LESSONS    WHICH    MAY    BE    GIVEN    IN    THE    MIDDLE    AND 
LOWER    GRADES 

It  is  very  desirable  that  some  library  lessons  be  given  in 
grades  below  the  sixth.  A  lower  grade  in  which  it  would  be 
well  to  give  any  certain  lesson  is  indicated  in  parenthesis  after 
the  upper  grade  to  which  it  is  assigned  in  the  Table  of  Contents. 
Such  lessons  should  be  given  orally  and  through  use  of  the 
blackboard,  etc.,  in  the  grades  below  the  sixth.  Then  each 
lesson  may  be  reviewed  in  the  upper  grades  when  it  is  reached 
in  this  textbook. 


XIV  THE    INTRODUCTION 

SCOPE 

The  ground  to  be  covered  in  this  course  of  lessons  can  be 
noted  by  a  glance  at  the  Table  of  Contents  and  by  a  brief  exami- 
nation of  the  text. 

In  general,  the  reference  lessons  give  training  in  the  use  of 
(i)  those  reference  books,  such  as  the  unabridged  dictionary, 
general  encyclopedias,  atlases,  yearbooks,  etc.,  which  are  found 
in  all  well-appointed  school  and  public  libraries  and  increasingly 
in  homes  and  business  offices;  (2)  magazines  for  reference  work, 
especially  through  use  of  periodical  indexes;  (3)  newspapers;  (4) 
pamphlets  and  clippings,  including  government  documents;  (5) 
card  catalogs;  (6)  reference  sources  in  particular  subjects,  such 
as  civics,  history,  literature,  etc. 

The  development  of  good  reading  tastes  is  especially  promoted 
by  means  of  classified  general  reading  lists  which  include  the 
cream  of  juvenile  literature  and  such  adult  books  as  are  best 
suited  to  serve  in  the  transition  from  the  reading  of  the  best 
children's  books  to  the  reading  of  the  best  books  for  adults. 

Work  outlined  herein  for  the  giving  of  which  the  necessary 
equipment  or  material  is  not  available  should  be  omitted.  There 
will  be  much  that  can  be  done  with  the  facilities  that  are  at  hand 
in  most  school  and  public  libraries.  However,  the  facilities 
should  be  increased  as  rapidly  as  possible. 

PLAN 

Special  classes  need  not  be  organized  in  the  grades  for  the 
giving  of  these  lessons.  They  should  be  given  in  those  classes 
to  which  they  are  naturally  allied  because  of  their  subject  matter. 
For  example,  the  lesson  on  the  atlas  should  be  given  in  the  geog- 
raphy class,  on  history  reference  in  the  history  class,  etc.  In  the 
Table  of  Contents  on  pages  v-vii  each  of  the  lessons  is  assigned 
to  a  particular  class  and  grade.  In  high  schools  it  is  best  to  give 
all  the  lessons  in  one  class,  and  the  English  class  is  recommended 
for  that  purpose. 


THE   INTRODUCTION  XV 

When  any  particular  lesson  is  being  given,  it  should  have  the 
right  of  way;  that  is,  it  should  not  be  given  during  only  part 
of  a  recitation  period  or  be  given  merely  in  a  sort  of  incidental 
way  requiring  little  or  no  preparation  on  the  part  of  the  pupils 
and  not  holding  them  strictly  accountable  even  for  that  little. 
These  lessons  should  be  given  the  same  consideration  as  lessons 
in  the  traditional  school  subjects. 

If  it  is  thought  desirable  to  reduce  the  formality  in  giving 
the  lessons,  there  should  at  least  be  a  checking  up  toward  the 
close  of  the  year  in  each  of  the  grades  concerned  to  determine 
what  remains  to  be  done  in  order  to  cover  the  lessons  assigned 
to  that  grade.  Then  care  should  be  taken  that  the  work  remain- 
ing is  completed  before  school  closes  for  the  year. 

The  socialized  recitation  can  be  utilized  in  this  instruction 
as  well  as  in  other  school  work. 

BY    WHOM   TO    BE    TAUGHT 

The  teachers  of  the  respective  grades  should  give  these 
lessons.  Circumstances  may  make  it  best  to  have  one  teacher 
specialize  in  this  kind  «of  instruction  and  give  in  the  English 
class  or  some  other  class  all  the  lessons.  This  plan  is  recom- 
mended for  high  schools  especially.  In  large  city  school  sys- 
tems a  special  supervisor  of  school  libraries,  one  of  whose  duties 
should  be  to  supervise  instruction  in  the  use  of  books  and  libra- 
ries, would  be  well  worth  while. 

Public  librarians  can  as  a  rule  best  give  the  lessons  on  the 
use  of  the  public  library,  on  the  card  catalog,  and  on  periodical 
indexes.  Aside  from  these  lessons,  however,  and  perhaps  a  few 
others  agreed  upon,  the  teachers  should  give  the  lessons.  There 
is  altogether  too  [much  teaching  required  to  make  it  practicable 
for  the  bulk  of  the  lessons  to  be  given  by  the  public  librarian  or 
other  members  of  the  library  staff.  However,  the  supervision 
of  such  instruction  by  the  teachers  might  well  be  done  by  a 


xvi  THE   INTRODUCTION 

representative  of  the  public  library  acting  as  a  special  super- 
visor for  this  purpose. 

PREPARATION    BY   THE   TEACHER 

Owing  to  the  fact  that  most  teachers  at  the  present  time 
did  not  have  a  definite  course  of  lessons  on  the  use  of  books  and 
libraries  when  they  were  pupils,  it  is  especially  needful  that  they 
carefully  go  over  each  lesson  themselves  before  assigning  it  to 
the  class. 

CAUTION 

In  the  giving  of  the  reference  lessons,  it  should  constantly  be 
borne  in  mind  that  the  object  of  the  instruction  is  to  train  the  pupils 
in  finding  information.  For  this  reason,  more  attention  should  be 
given  to  how  and  where  any  piece  of  information  is  found  than  to 
the  information  itself.  Unless  this  principle  is  kept  in  mind,  the 
opposite  practice,  through  force  of  habit,  is  likely  to  obtain. 

MATERIAL   NEEDED    FOR   THE    LESSONS 

As  much  of  the  material  referred  to  on  the  following  page 
under  "Reference  Books,"  "Shelf  Books,"  and  "Organization 
of  the  School  Library"  as  can  be  secured  for  the  giving  of  the 
lessons  should  be  at  hand.  However,  the  lessons  should  be 
started  with  whatever  material  is  at  hand.  Those  lessons  for 
which  there  is  not  the  necessary  material  may  be  given  later, 
when  the  necessary  material  has  been  secured;  or,  if  it  is  unavoid- 
able, they  may  be  omitted  entirely.  One  copy  of  Webster's 
New  International  Dictionary,  supplemented  by  some  of  the 
smaller  Webster's  dictionaries,  supplies  material  for  lessons  on 
about  thirty  topics.  Such  dictionaries,  together  with  a  general 
encyclopedia,  Champlin's  encyclopedias,  an  atlas,  a  World 
Almanac,  Robert's  Rules  of  Order,  a  Congressional  Directory,  and 
other  public  documents  mentioned  in  the  lessons,  will  serve  as 
material  for  a  large  share  of  the  reference  lessons. 


THE   INTRODUCTION  xvii 

On  the  other  hand,  if  there  is  a  wealth  of  material  available, 
the  lessons  may  be  expanded  in  conformity  with  suggestions  to 
-that  effect  given  in  connection  with  some  of  the  lessons. 

Reference  books.  For  a  list  of  reference  books  especially 
needed,  see  page  162. 

Shelf  books.  A  good-sized  collection  of  books  for  collateral 
and  general  reading  and  for  occasional  reference  should  be  in 
every  school  library,  except  that  books  for  general  reading  may 
well  be  supplied  in  the  form  of  classroom  libraries  or  otherwise 
by  the  public  library  in  communities  maintaining  an  effective 
library. 

Organization  of  the  school  library.  The  lessons  on  classi- 
fication (pages  40-45)  and  on  the  card  catalog  (pages  46-52)  pre- 
suppose the  classification  and  cataloging  of  the  school  library, 
or,  in  lieu  thereof,  access  to  a  well-organized  public  library. 

However,  as  stated  above,  many  of  these  lessons  can  be  given 
even  before  the  school  has  a  well-organized  library. 


Grateful  acknowledgment  is  due  G.  &  C.  Merriam 
Company  and  Funk  &  Wagnalls  Company  for  permission 
to  use  excerpts  from  their  dictionaries;  and  to  the  H.  W. 
Wilson  Company  for  permission  to  include  a  reproduced 
page  from  the  Readers'  Guide  to  Periodical  Literature. 


THE  USE  OF 
BOOKS  AND  LIBRARIES 


I.     HOW  TO   HANDLE   BOOKS 

If  books  are  properly  handled,  they  are  kept  from  becoming 
unnecessarily  soiled  and  worn.  They  are  therefore  more  attrac- 
tive in  appearance  and  so  will  be  used  more.  They  will  last 
longer,  and  that  means  a  financial  saving;  in  other  words,  an 
exercise  in  thrift.  Nor  are  clean  books  so  likely  to  harbor  disease 
germs ;  that  is,  they  are  not  so  likely  to  spread  contagious  diseases. 

Most  of  what  this  lesson  contains  you  perhaps  know  already, 
but  you  may  need  to  be  stimulated  to  live  up  to  what  you  know 
about  handling  books,  and  that  is  the  main  thing  after  all. 

Cleanliness.  If  a  person  moistens  his  fingers  on  his  lips 
or  tongue  to  turn  the  pages  of  a  book  and  he  happens  to  have 
a  contagious  disease,  he  is  probably  placing  disease  germs  on 
the  pages  of  the  book  where  he  touches  them  with  his  fingers. 
Then  if  some  one  later  reads  the  book  and  moistens  his  fingers 
in  turning  the  pages,  he  is  transferring  disease  germs  from  the 
book  to  his  mouth,  and  he  is  likely  to  get  the  same  disease.  No 
doubt  many  people  have  contracted  tuberculosis,  diphtheria, 
influenza,  and  other  diseases  in  this  way.  You  should  make  up 
your  mind  never  thus  to  moisten  your  fingers  to  turn  the  pages  of 
a  book. 

The  hands  should  be  clean  and  dry  when  books  are  handled. 
Books  should  not  be  placed  on  the  ground,  on  the  floor,  or  any 
other  place  where  they  are  likely  to  be  soiled.  Can  you  think 
of  any  other  precautions  to  prevent  the  soiling  of  books? 


2  ^THE   USE^  QF,   BOOKS   AND    LIBRARIES 


Marking  the  place.  A  narrow  strip  of  paper  or  cloth  or  a 
thin  cord  serves  very  well  as  a  bookmark.  The  use  of  lead 
pencils,  scissors,  etc.,  as  bookmarks  weakens  the  binding  and 
shortens  the  life  of  the  book.  The  same  is  true  of  laying  the 
book  face  downward  to  mark  the  place.  Turning  down  the 
corner  of  a  leaf  is  one  of  the  worst  ways  of  all  to  mark  the  place. 

How  to  open  a  new  book.  If  a  new  book  is  quickly  opened 
wide,  the  binding  in  the  back  is  likely  to  be  broken.  To  prevent 
this  and  to  make  the  book  open  easily  and  lie  flat  when  laid 
down  face  upward,  treat  a  new  book  as  follows: 

Lay  the  book  on  a  table  or  desk.  Take  hold  of  the  body  of  the 
book  (leaves)  with  one  hand  and  gently  press  down  the  front  and 
back  covers  with  the  other  hand.  Now  press  down  a  few  leaves  at 
the  front  and  back  alternately  until  all  are  thus  pressed  down.  Do 
this  until  the  book  lies  flat  or  as  nearly  so  as  possible  when  laid  face 
upward  on  a  table. 

Other  points.  Notes  should  not  be  made  in  a  book  unless 
the  book  belongs  to  the  one  who  makes  the  notes,  and  not  then 
unless  there  are  good  reasons  for  making  them.  The  marking 
of  parts  which  the  reader  especially  likes  or  wants  to  re-read 
without  re-reading  the  whole  book  or  chapter  is  legitimate 
marking  of  books  by  the  owner  himself.  Short  comments  are 
also  sometimes  of  value. 

Books  should  not  be  placed  in  an  overcrowded  shelf,  as 
such  treatment  is  likely  to  loosen  the  binding  and  mar  the 
cover.  Books  should  be  kept  in  an  upright  position  on  the 
shelves.  The  arms  should  not  rest  on  a  book  one  is  reading. 

EXERCISE 

(i)  Open  a  new  book  according  to  the  directions  above  given. 
If  there  is  not  a  new  book  at  hand,  use  another  book  for  the  purpose 
of  this  practice.  (2)  If  you  do  not  have  suitable  markers  for  the 
books  which  you  frequently  use,  make  or  get  them.  (3)  Carefully 


HOW   TO   HANDLE   BOOKS  3 

examine  the  books  which  you  have  recently  used  and  note  in  what 
respects  any  of  them  have  been  unnecessarily  soiled  or  worn  by  improper 
handling.  (4)  Look  at  some  library  books  for  the  same  purpose. 
(5)  Note  whether  or  not  there  is  any  crowding  of  books  on  the  library 
shelves  and  what  can  be  done  to  remedy  the  condition  if  it  exists.  (6) 
Are  the  library  books  kept  in  an  upright  position?  If  not,  what  can 
be  done  to  place  and  keep  them  in  the  proper  position? 


II.     PHYSICAL  MAKE-UP  OF  A   BOOK 

Books  are  among  the  greatest  of  all  inventions,  for  the 
reason  that  they  have  made  possible  that  general  education  of 
the  people  which  in  turn  has  brought  about  most  of  the  other 
great  inventions,  and,  in  general,  because  they  have  made 
civilization  possible.  It  should  therefore  be  of  interest  to  study 
the  make-up  of  present-day  books.  The  object  of  this  lesson 
is  to  serve  as  a  guide  in  such  a  study. 

EXERCISE 

Take  the  cover  off  a  book  for  which  there  is  no  further  use,  noticing 
carefully  how  it  is  fastened  on. 

Sections  and  back.  Take  the  rest  of  the  boo*k  (the  body)  apart. 
Note  that  it  is  made  up  of  groups  of  leaves  sewed  together;  these 
groups  are  called  sections.  How  many  leaves  in  a  section?  How 
many  pages? 

Super.  Note  a  strip  of  cloth  much  like  cheesecloth  glued  onto 
the  back.  This  is  called  the  super.  It  helps  to  hold  the  sections 
firmly  together. 

Observe  that  the  outer  edge  of  the  super  is  pasted  onto  the  inner 
side  of  the  cover.  This  makes  a  hinge  between  the  cover  and  the 
rest  of  the  book.  Sometimes  cords  are  glued  into  grooves  on  the 
back  of  the  book  and  then  onto  the  inner  side  of  the  cover  so  as  to 
strengthen  the  hinge. 

End  papers.  Notice  that  a  sheet  is  pasted  over  the  inside  of  each 
cover  and  onto  the  inner  edge  of  the  outer  section,  with  the  free  half 
of  the  sheet  making  a  leaf.  These  sheets  are  called  end  papers. 

Fly  leaves.  Fly  leaves  are  the  blank  leaves  at  the  front  and  back 
of  the  book. 

Cover.  Remove  the  lining  from  the  cover.  Note  that  the  cover 
consists  of  stiff  pasteboard,  the  so-called  "board." 

NOTE:    Find  all  the  above  parts  in  the  cut  on  page  5. 

4 


PHYSICAL   MAKE-UP   OF   A   BOOK  5 

KINDS    OF    BINDING 

If  the  "board"  is  covered  with  cloth,  the  book  is  said  to 
be  bound  in  cloth;    if  with  coarse  linen,  stiffened  with  glue, 


Co 


Physical  make-up  of  a  book 


89 — Board  cover 

Bi — Binding 

C  —  Cord  around  which  stitches  are  taken 

Co  —  Cord  where  spread  out  on  inner  side  of  cover 

F  — Fly  leaf 


E  —  End  paper 

S — Section  complete 

Se  —  Section  showing  only  outer  sheet 

St  —  Stitches  over  cord 

Su  —  Super 


in   buckram;    if   with   paper,   in   boards;    if  with  leather,  in 
morocco,  in  cowhide,  in  sheep,  in  roan,  etc.,  depending  upon 


6  THE   USE   OF   BOOKS  AND   LIBRARIES 

the  kind  of  leather  used.  A  book  is  said  to  be  bound  in  full 
leather  if  entirely  covered  with  leather;  in  half  leather  if  the 
back  is  leather  and  the  leather  extends  one-fourth  the  distance 
across  the  sides,  and  the  corners  are  covered  with  leather;  in 
three-quarters  leather  if  the  leather  extends  from  the  back 
one-third  the  distance  across  the  sides  and  the  corners  are  covered 
with  leather.  Paper  binding  is  that  in  which  the  cover  con- 
sists of  paper  only.  Most  paper-covered  books  are  referred  to 
as  pamphlets. 

Find  examples  of  the  different  kinds  of  bindings  above  defined. 

HOW  THE    SECTIONS    ARE    FORMED 

The  printing  is  done  on  large  sheets  of  paper.  Each  sheet 
is  then  folded  so  as  to  make  a  section.  If  the  sheet  is  folded 
only  once,  we  have  a  very  large  book  called  a  folio;  if  folded 
twice,  a  book  called  a  quarto;  if  three  times,  an  octavo;  etc. 
Of  course,  the  more  times  the  sheet  is  folded,  the  smaller  the 
pages  are. 

After  the  sections  have  been  put  together  the  edges  are 
trimmed ;  sometimes  this  trimming  is  not  done  by  the  binder,  and 
then  you  have  to  cut  the  edges  before  you  can  read  the  book. 

Fold  some  sheets  of  paper.  By  folding  a  sheet  once,  how  many 
pages  do  you  get?  By  folding  it  twice?  Three  times? 

Find  a  book  whose  leaves  had  to  be  cut  after  it  was  received. 

SIZES    OF    BOOKS 

The  following  are  the  chief  sizes  of  books,  with  the  names: 

Over  1 2  inches  high folio 

10  to  12      "          "    quarto 

8  to  10      "         "    octavo 

7  to    8      "         "    duodecimo 

6  to    7      "         "    sixteen-mo 

5  to    6  twenty-four-mo 

4  to    5      "         "    thirty-two-mo 


PHYSICAL   MAKE-UP   OF  A   BOOK  7 

EXERCISE 

Find  a  book  for  each  of  the  foregoing  sizes. 

Which  size  seems  to  be  the  most  common? 

After  the  lessons  on  the  printed  parts  of  a  book  and  the  physical 
make-up  of  a  book  have  been  studied,  you  should,  if  possible,  visit 
an  establishment  where  books  are  printed  and  where  they  are  bound. 


III.     PRINTED   PARTS   OF  A  BOOK 

With  one  of  your  textbooks  or  library  books  before  you,  make  a 
list  of  all  of  the  printed  parts  of  the  book  that  you  can  name. 
See  how  many  of  the  following  parts  you  can  find: 
title  page;    copyright  date;    table  of  contents;    body  of  the  book; 
index;    appendix;     illustrations;    introduction;    preface;    dedication; 
footnote;   printing  on  back  of  cover;   printing  on  side  of  cover;   chap- 
ters;  paragraphs. 

We  will  now  look  at  each  of  these  parts  more  carefully. 

TITLE    PAGE 

Find  each  of  the  following,  looking  at  several  title  pages  if  necessary : 
title;  author;  publisher;  place  of  publication;  when  published.  Find 
these  parts  on  the  title  pages  of  several  books. 

Other  information  which  you  may  find  includes :  information 
about  the  author;  name  of  the  series;  edition  (such  as  Neu' 
edition,  Revised  edition,  etc.). 

Editor.  You  will  find  on  some  title  pages  the  words  Edited 
by,  followed  by  the  name  of  the  editor.  The  editor  of  a  book 
changes  a  book  in  various  ways  after  it  has  been  written  by 
the  author,  or  he  may  simply  make  comments  on  what  the 
author  has  written.  A  compiler  puts  together  with  little  or 
no  change  material  from  various  sources. 

See  if  you  can  find  a  title  page  which  gives  the  name  of  an  editor; 
one  with  the  name  of  a  compiler. 

Anonymous  books.     Sometimes  the  author's  name  is  not 
on  the  title  page.     Such  a  book  is  called  an  anonymous  book. 
See  if  you  can  find  an  anonymous  book  in  the  library. 

Pseudonyms.  Frequently  the  author's  real  name  is  not 
given,  but  a  sort  of  nickname  which  we  call  a  pseudonym.  For 

8 


PRINTED   PARTS   OF   A   BOOK  9 

example,  ' '  Mark  Twain ' '  is  the  pseudonym  of  Samuel  Lang- 
horne  Clemens,  the  author  of  The  Adventures  of  Tom  Sawyer 
and  of  other  well-known  books. 

Find  a  book  with  a  pseudonym  on  the  title  page. 

Series.  Some  books  are  published  in  series,  such  as  Little 
Cousin  Series,  Little  People  Everywhere,  etc. 

Find  a  title  page  with  the  name  of  the  series  printed  on  it. 

Edition.  Often  before  a  book  is  reprinted  it  is  changed 
more  or  less.  We  then  have  a  revised  edition  of  the  book.  Such 
terms  on  a  title  page  as  2d  edition,  revised  edition,  etc.,  are  fre- 
quently met  with. 

Find  books  on  whose  title  pages  the  edition  is  specified. 

COPYRIGHT    DATE 

On  the  page  back  of  the  title  page  a  statement  something 
like  the  following  is  usually  found: 

Copyright,  1915,  by  Rand  McNally  &  Company 

This  gives  an  important  piece  of  information  about  the 
book,  for  it  names  the  year  in  which  the  book  was  first  published. 
This  is  often  of  importance  in  enabling  us  to  know  how  nearly 
up  to  date  a  book  is. 

Copyrights  are  granted  by  the  Library  of  Congress  for  a 
period  of  twenty-eight  years,  and  they  can  be  renewed  for  a 
period  of  twenty- eight  years.  During  the  period  of  the  copy- 
right no  one  but  the  owner  of  the  copyright  or  some  one  to 
whom  he  grants  the  privilege  can  publish  the  book. 

Can  you  think  of  a  good  reason  why  copyrights  should  be 
granted? 

EXERCISE    I 

(i)  When  will  the  copyright  of  your  arithmetic  expire?  When 
will  it  expire  if  the  copyright  is  renewed?  (2)  Answer  this  question 


io  THE   USE   OF   BOOKS  AND   LIBRARIES 

in  regard  to  several  other  books  that  your  teacher  may  suggest.  (3) 
Does  the  encyclopedia  in  the  school  library  contain  the  latest  census 
figures?  Remember  that  the  census  is  taken  in  the  years  ending  with 
zero.  (4)  Find  several  books  whose  copyright  has  expired.  (5)  Find 
books  with  several  copyright  dates.  The  last  copyright  date  is  the 
date  when  the  book  was  last  revised.  In  judging  whether  or  not  it 
is  up  to  date,  then,  you  must  consider  the  last  copyright  date. 

TABLE    OF    CONTENTS 

Look  in  the  front  part  of  some  books  in  the  library  for  a  Table  of 
Contents.  With  the  table  of  contents  before  you,  answer  the  following 
questions : 

EXERCISE  2 

(i)  Are  the  headings  arranged  alphabetically?  If  not,  how  are 
they  arranged?  (2)  Find  several  other  tables  of  contents ;  note  whether 
they  are  all  alike  in  respect  to  arrangement;  that  is,  are  the  headings 
in  the  same  order  as  the  headings  in  the  body  of  the  book?  (3)  Is 
there  a  table  of  contents  in  the  large  dictionary?  In  the  geography? 
In  your  history  book?  (4)  Which  most  needs  a  table  of  contents, 
a  history  book  or  a  novel?  Why? 

PREFACE 

Read  the  Preface  to  this  book  (pages  ix-x)  and  read  one  or 
more  other  prefaces  that  yon  can  understand.  In  this  way 
find  out  if  you  can  what  prefaces  are  for.  Your  teacher  will 
help  you  to  come  to  right  conclusions. 

The  headings  Introduction  and  Foreword  mean  practically 
the  same  as  Preface. 

BODY    OF   THE    BOOK 

That  part  of  a  book  which  follows  the  preface  and  other 
introductory  parts  and  which  precedes  the  index  or  other  parts 
at  the  end  of  the  book  is  called  the  body  of  the  book.  We 
will  now  take  note  of  how  the  body  of  the  book  is  divided. 


PRINTED   PARTS  OF   A   BOOK        *  u 

Chapters.  Most  books  are  divided  into  chapters.  Look  at  several 
books  and  note  the  chapters.  Give  one  reason  for  dividing  books 
into  chapters.  How  do  the  headings  in  the  table  of  contents  compare 
with  the  chapter  headings? 

Paragraphs.  Note  that  the  chapters  are  divided  into  paragraphs. 
Are  the  paragraphs  numbered?  Look  at  several  books  before  answer- 
ing this  question. 

Side  heads.  In  some  books  there  are  headings  at  the  beginning  of 
paragraphs.  Such  a  heading  is  called  a  side  head.  Note  the  side- 
heads  on  this  page.  Of  what  use  are  side  heads? 

Running  heads.  At  the  top  of  each  page  or  perhaps  of  every  left- 
hand  page  the  title  of  the  book  is  usually  printed.  Look  at  several 
books  and  note  what  is  printed  at  the  tops  of  the  pages.  What  do 
you  find  instead  of  the  title  in  some  books,  usually  at  the  top  of 
every  right-hand  page?  Can  you  tell  what  is  the  use  of  such  running 
heads? 

Paging.  Where  are  the  page  numbers  usually  printed?  Can  you 
find  a  book  in  which  the  page  numbers  are  printed  at  the  bottom  of 
the  page?  In  some  books  the  preface  and  other  introductory  parts 
are  paged  separately  from  the  rest  of  the  book;  that  is,  the  paging 
begins  with  i  again  when  the  body  of  the  book  is  reached.  Find  an 
example  of  this  kind  of  paging.  How  are  the  two  pagings  distin- 
guished in  the  index? 

Footnotes.  At  the  bottom  of  page  29  is  a  note  explaining  some- 
thing printed  above  which  has  the  same  number.  Find  other  footnotes 
in  this  or  in  other  books.  Instead  of  figures,  letters  or  symbols  are 
sometimes  used. 

Text.  By  the  text  is  meant  all  the  printing  on  the  page  except 
the  chapter  headings,  side  heads,  footnotes,  paging,  etc.  The  text 
makes  up  the  bulk  of  the  book. 

The  expression  above  is  frequently  used  in  one  part  of  the  text 
to  denote  preceding  parts,  even  though  they  do  not  come  on  the  same 
page,  but  on  a  preceding  page  or  pages.  Note  such  a  use  of  above 
in  Exercise  (i),  page  156. 


12  THE   USE   OF   BOOKS   AND   LIBRARIES 

Illustrations.  The  pictures  in  a  book  are  called  illustrations.  A 
full-page  illustration  is  one  which  takes  up  the  whole  page.  Find 
out  from  the  dictionary  what  a  frontispiece  is. 

Find  a  book  with  many  illustrations;  one  with  a  few;  one  with 
none.  Find  a  frontispiece.  Find  a  book  with  colored  illustrations. 

INDEXES 

You  doubtless  already  know  that  the  index  is  for  the  purpose 
of  helping  the  reader  readily  to  find  the  page  or  pages  on  which- 
certain  subjects  are  treated  or  certain  material  may  be  found. 
Let  us  now  study  indexes  in  order  to  learn  how  to  use  them  more 
effectively. 

EXERCISE  3 

1.  Open  one  of  your  textbooks  (say  your  history  book)   at  the 
index.     Find  such  headings  in  the  index  as  your  teacher  will  name, 
and  locate  in  the  book  the  parts  referred  to. 

2.  How  are  the  headings  (entries)   arranged,  by  pages  or  alpha- 
betically? 

3.  Does  the  index  give  all  the  pages  on  which  certain  material 
may  be  found,  or  does  it  give  only  the  first  page  ?     Can  you  find  books 
that  differ  in  this  respect?    Which  do  you  think  is  the  better  way? 
Why? 

4.  Find  a  book  which  has  both  an  index  and  a  table  of  contents. 
Of  what  use  is  the  index  when  there  is  also  a  table  of  contents? 

5.  In  the  case  of  a  set  of  books,  where  do  you  think  that  the  index 
should  be  located  ?     Should  there  be  an  index  at  the  end  of  each  volume 
or  should  there  be  an  index  for  the  whole  set  at  the  end  of  the  last 
volume?     Or  should  there  be  both? 

6.  Find  the  indexes  to  some  sets  of  books  and  note  where  they 
are  located. 

7.  What  kinds  of  books  ought  especially  to  have  indexes?     See 
if  you  can  find  a  book. without  an  index  that  ought  to  have  one. 

8.  What  do  the  following  abbreviations,  sometimes  used  in  indexes, 
mean:  et  seq.;  ff.;  sq.;  sqq.  ?    You  will  find  them  explained  in  the 
dictionary.     Find  some  of  these  abbreviations  in  indexes. 


PRINTED   PARTS    OF    A    BOOK  13 

9.  Frequently  there  are  several  indexes  to  the  same  book.     For 
example,  a  book  of  poems  by  one  author  may  have  one  index  by  titles 
and  another  index  by  first  lines.     A   book  containing  poems   by  a 
number  of  authors  may  have  these  two  indexes  and  in  addition  an 
index  by  authors.     Find  a  number  of  examples  of  books  with  several 
indexes. 

There  is  a  special  kind  of  index  called  a  concordance  which  you 
will  study  later  in  the  lesson  on  "Literature,"  under  the  heading 
"Reference." 

10.  Your  teacher  will  give  you  an  exercise  in  the  use  of  indexes 
in  books  at  hand. 

Hereafter  you  should  make  frequent  use  of  indexes. 

OTHER  PRINTED  PARTS  OF  A  BOOK 

Appendix.  Look  at  the  appendix  in  the  back  part  of  the  dictionary. 
Find  other  books  with  an  appendix. 

Find  in  the  dictionary  that  definition  of  appendix  which  applies 
in  this  case. 

Glossary.  Find  out  from  a  dictionary  what  a  glossary  is;  then 
see  if  you  can  find  a  book  with  a  glossary. 

Dedication.  Frequently  the  author  dedicates  the  book  to  some 
person  or  persons.  The  dedication  is  usually  printed  on  the  second 
page  following  the  title  page.  Find  an  example  in  a  library  book. 

List  of  illustrations  and  maps.  In  some  books  a  list  of  illustrations 
included  (and  of  maps,  if  any)  is  printed  in  the  front  part  of  the  book. 
Find  an  example. 

Printing  on  the  cover.  What  items  of  information  do  you  find  on 
the  backs  of  most  books?  Look  at  the  backs  of  a  number  of  books 
before  answering  this  question. 

Look  for  some  books  with  printing  on  the  side  of  the  cover. 

What  purposes  does  the  printing  on  the  cover  serve? 


Egyptian  hieroglyphics 


Picture  writing 


The  manuscript' book 

From  the  "Story  of  the  Book"  in  the  Library  of  Congress 


The  printing  press 

Copyright  by  John  W.  Alexander 


IV.     STORY   OF   THE   BOOK 

How  were  books  made  before  paper  was  invented?  After 
paper  was  invented,  but  before  movable  types  and  printing 
presses  had  been  invented,  how  were  books  then  made?  These 
are  interesting  questions.  You  will  find  answers  to  them  by 
reading  up  on  the  following  topics  in  encyclopedias,  dictionaries, 
history  books,  and  books  which  tell  especially  about  the  history 
of  books.  It  is  best  to  read  up  on  the  topics  in  the  order  in 
which  they  are  here  given: 

(i)  Assyrian  clay  tablets;  (2)  rolls  of  papyrus,  parchment,  etc.; 
(3)  manuscript  books  of  the  Middle  Ages;  (4)  invention  of  printing 
with  movable  types.  When  you  have  done  this  reading,  tell  the  story 
of  the  book  in  general;  also  as  illustrated  in  the  pictures  on  this  page. 

14 


V.     THE    DICTIONARY:    FIRST   SERIES 
UNABRIDGED    DICTIONARY 

A  dictionary  which  contains  practically  all  the  words  of  a 
language  is  called  an  unabridged  dictionary.  The  dictionaries 
known  as  Webster's  New  International  Dictionary,  the  New 
Standard  Dictionary,  and  the  Century  Dictionary  are  examples 
of  unabridged  dictionaries.  Even  unabridged  dictionaries,  how- 
ever, do  not  contain  every  word  of  a  language.  There  are  a 
number  of  reasons  for  this.  For  one  thing,  new  words  are 
being  continually  added  to  a  language.  For  example,  the  word 
camouflage  came  into  the  English  language  during  the  World 
War.  The  unabridged  dictionaries  in  print  at  the  beginning 
of  the  war  did  not,  of  course,  contain  this  word.  You  can  very 
likely  name  other  new  words  which  the  World  War  brought 
into  the  language. 

CONTENTS    OF    THE    DICTIONARY 

Let  us  now  endeavor  to  get  a  good  general  idea  of  the  con- 
tents of  an  unabridged  dictionary.  Webster's  New  International 
Dictionary  is  recommended  for  this  purpose.  In  addition  to 
this,  the  New  Standard  Dictionary  and  the  Century  Dictionary 
can  be  used  with  profit. 

EXERCISE 

With  an  unabridged  dictionary  before  you,  answer  the  following 
questions.  First,  however,  look  at  the  table  of  contents  and  note 
that  the  dictionary  is  divided  into  three  main  parts  —  the  introductory 
part,  the  body  of  the  dictionary  (sometimes  called  the  vocabulary), 
and  the  appendix. 

3  15 


16  THE  USE  OF   BOOKS   AND   LIBRARIES 

In  connection  with  dictionaries  the  word  vocabulary  is  frequently 
used.  Bear  in  mind  that  it  means  the  words  arranged  alphabetically 
from  a  to  z,  with  indicated  pronunciation,  definitions,  etc. 

(i)  How  many  pages  in  the  introductory  part?  (2)  What  subjects 
are  treated  in  this  part?  (3)  How  many  pages  does  the  vocabulary 
(body)  contain?  (4)  What  subjects  are  treated  in  the  appendix? 
(5)  Which  part  of  the  dictionary  is  most  frequently  used  and  why? 

FINDING  GIVEN  WORDS  IN  THE   DICTIONARY 

You  have  no  doubt  already  learned  how  to  find  words  arranged 
alphabetically  in  dictionaries  and  indexes.  But  it  may  be  that 
you  need  some  drill  in  finding  words  more  quickly  and  in  using 
the  helps  provided  in  dictionaries  for  this  purpose. 

First  we  will  have  an  exercise  in  arranging  words  alpha- 
betically. 

EXERCISE    I 

Arrange  the  following  words  alphabetically: 

necessary,  home,  please,  amuse,  bookstore,  indicate,  quaver,  day 
school,  tote,  o'er,  bookstand,  catnip,  earthy,  mother,  opinion,  country, 
redolent,  queer,  quartette,  wrong,  separate,  oversee,  good  will,  India, 
mother-in-law,  good-tempered,  overrun,  nominate. 

Compare  your  arrangement  with  that  in  the  dictionary;  if  you 
find  you  have  made  any  mistakes,  think  why  your  arrangement  was 
wrong  in  each  instance. 

HOW   TO    FIND   WORDS    QUICKLY 

Thumb  index.  By  thumb  index  is  here  meant  the  letters 
on  the  margin  of  the  leaves  to  show  where  the  words  beginning 
with  a  certain  letter  may  be  found. 

Look  carefully  at  the  thumb  index  in  the  large  school  dictionary. 
Open  the  dictionary  at  various  places  and  observe  that  you  can  always 
see  where  the  words  beginning  with  any  particular  letter  are  to  be 
found. 


THE   DICTIONARY:    FIRST   SERIES  17 

By  means  of  the  thumb  index,  quickly  grasp  between  the  thumb 
and  finger  the  pages  between  which  the  words  are  found  beginning 
with  the  letter:  c;  g;  o;  f;  b;  r;  q;  z. 

Guide  words.  The  thumb  index  helps  us  to  locate  the 
pages  where  the  words  beginning  with  a  certain  letter  are  to 
be  found;  but  we  also  need  some  help  in  rinding  the  particular 
word  we  are  looking  for,  after  we  have  found  the  part  of  the 
dictionary  in  which  it  is  to  be  sought.  For  this  purpose  there 
are  guide  words  at  the  tops  of  the  pages. 

Open  the  large  dictionary  or  your  desk  dictionary  and  observe 
the  words  that  are  in  large  print  at  the  top  of  each  page.  These 
are  the  guide  words.  Let  us  see  how  these  words  will  help  us  find 
words. 

Compare  the  first  guide  word  at  the  top  with  the  first  word  on 
the  page.  You  will  note  that  they  are  the  same.  Now  compare  the 
second  guide  word  at  the  top  of  the  page  with  the  last  word  on  the 
page.  You  will  note  that  they  are  the  same.  What  words,  then, 
will  be  found  on  that  page? 

We  find  on  any  page  of  the  dictionary  the  words  that  come  alphabeti- 
cally between  the  two  guide  words  printed  at  the  top  of  the  page. 

There  are  three  steps  in  finding  words  in  the  dictionary  quickly: 
(i)  By  means  of  the  thumb  index,  open  the  dictionary  to  the  part 
where  the  words  begin  with  the  first  letter  of  the  word  you  are  looking 
for;  (2)  by  means  of  the  guide  words  find  the  page  on  which  the  word 
you  are  looking  for  is  located;  (3)  locate  on  that  page  the  word  you 
are  looking  for.  All  this  is  to  be  done  alphabetically.  By  always 
following  this  order  you  will  soon  become  expert  in  finding  words 
quickly. 

NOTE.  In  some  dictionaries  the  guide  words  are  for  the  two  facing 
pages;  that  is,  the  first  guide  word  is  the  same  as  the  first  word  on  the 
left-hand  page,  and  the  second  guide  word  the  same  as  the  last  word 
on  the  right-hand  page. 


1 8  THE   USE   OF   BOOKS   AND   LIBRARIES 

EXERCISE    2 

Find  as  quickly  as  you  can  on  what  pages  of  the  dictionary  the 
following  words  are  located.  Do  not  find  the  words  themselves,  but 
write  down  the  page  for  each  word.  Then  when  you  have  done  this 
for  all  the  words,  see  if  you  wrote  the  right  pages  by  finding  the  words 
themselves : 

obstinate;  irksome;  sage;  trestle;  hideous;  drumlin;  banish; 
method;  semicircle;  mystery. 

Your  teacher  will  give  you  additional  exercises  to  develop  speed 
in  finding  words.  A  good  plan  is  to  arrange  some  contests  to  see 
which  member  in  the  class  can  find,  say,  ten  given  words  most  quickly. 

THE    DIVIDED    PAGE 

Perhaps  the  large  dictionary  which  you  are  using  has  a 
divided  page;  that  is,  a  page  with  most  of  the  words  above  a 
line  printed  across  the  page  (upper  section) ,  and  then  some  words 
in  smaller  type  below  that  line  (lower  section).  In  that  case 
you  should  look  below  the  line  for  the  abbreviations,  foreign 
words  and  phrases,  and  the  words  very  seldom  used.  In  general, 
when  you  cannot  find  a  word  in  the  upper  section  look  for  it 
in  the  lower  section. 

EXERCISE  3 

Find  the  following  words  and  phrases,  and  if  any  of  them  are  in 
the  lower  section  tell  why: 

pref.;  bonjour;  building;  danger;  declaimer;  sic  semper  tyrannis; 
Hannah;  George;  i.e.;  Finis  coronat  opus. 

NEW  WORDS 

In  Webster's  New  International  Dictionary  words  that  have 
come  into  the  language  since  the  dictionary  was  last  revised  are 
given  in  the  front  part  of  the  dictionary  under  the  heading 
Addenda.  Has  your  large  school  dictionary  such  a  list  of  new 
words?  If  so,  note  what  some  of  the  new  words  are  which 
interest  you. 


THE    DICTIONARY:    FIRST   SERIES  19 

CORRECT  SPELLING  THROUGH   USE  OF  THE   DICTIONARY 

It  is  neither  possible  nor  desirable  to  learn  in  school  how  to 
spell  all  the  words  one  will  ever  have  occasion  to  use.  You 
should  therefore  get  into  the  habit  of  consulting  the  dictionary 
whenever  you  are  in  doubt  as  to  the  spelling  of  a  word. 

EXERCISE 

Write  fifteen  to  twenty-five  words  dictated  by  the  teacher.  Look 
over  with  care  what  you  have  written  and  look  up  in  the  large  or  in 
your  desk  dictionary  the  correct  spelling  of  those  words  about  which 
you  are  in  doubt.  Make  the  necessary  corrections  and  hand  your 
corrected  list  to  the  teacher.  You  ought  not  to  have  one  misspelled 
word  in  the  list  which  you  hand  in. 

Compound  words.  You  will  often  be  in  doubt  as  to  whether  certain 
words  are  written  as  one  word  or  are  separated  by  a  hyphen  or  are 
written  as  distinct  words;  for  example,  schoolhouse,  story-writer, 
church  steeple. 

Write  the  following  combinations  correctly,  consulting  the  dic- 
tionary when  in  doubt : 

school  room;  saw  horse;  hat  box;  pen  holder;  horse  chestnut; 
horse  collar;  pin  money;  ice  boat;  ice  bound;  low  born;  text  book; 
school  grounds;  school  teacher;  good  natured;  apple  tree;  score 
card;  minute  hand;  bird's  eye  view. 

Dividing  words  into  syllables.  You  have  very  likely  learned  in 
the  language  or  grammar  class  that  a  syllable  should  not  be  divided 
at  the  end  of  a  line.  To  follow  this  rule  it  may  be  necessary  at  times 
to  consult  the  dictionary  to  learn  how  a  certain  word  is  divided  into 
syllables. 

Divide  the  following  words  into  syllables,  consulting  the  dictionary 
when  in  doubt: 

guitar;  enamel;  admitted;  separate;  loser;  evening;  benefited; 
arranged;  chariot;  dutiful;  arrival;  persistence;  preference;  mentally. 

Plurals.  Plurals  of  nouns  are  given  in  the  dictionary.  Write 
the  plurals  of  the  following  nouns,  referring  to  the  dictionary  when 


20  THE   USE   OF   BOOKS  AND   LIBRARIES 

necessary  (in  the  dictionary  the  plural  form  is  given  at  the  right  of 
the  form  for  the  singular) : 

mulatto;  madam;  chamois;  money;  sanitorium;  index;  genus; 
genius;  trout;  focus;  larva;  cannon;  son-in-law;  fish;  talisman. 

Words  with  two  correct  spellings.  When  the  dictionary  gives  two 
spellings  for  a  word,  either  one  may  be  used,  though  the  first  spelling 
is  the  one  that  is  given  the  preference. 

Find  in  the  dictionary  two  spellings  for  each  of  the  following  words, 
writing  the  spelling  which  you  would  use  above  the  other  in  each  case : 
ay;    catalog;   plow;    pur;   nought;    practice. 

Capitalization.  Whether  or  not  a  word  should  always  be  capital- 
ized is  indicated  in  the  dictionary.  This  is  done  by  capitalizing  only 
those  words  in  the  vocabulary  which  should  always  be  capitalized. 
If  the  word  is  to  be  capitalized  for  certain  meanings  only,  then  that 
is  usually  indicated  by  the  use  of  [cap.]  for  capitalize  or  perhaps  by 
means  of  [1.  c.],  meaning  lower  case  or  small  letter,  for  the  opposite. 

Which  of  the  following  words  should  be  capitalized?  Consult  the 
dictionary  to  verify  your  answers: 

(i)  morocco  (a  kind  of  leather);  (2)  leghorn  (a  breed  of  chickens); 
(3)  southdown  (a  breed  of  sheep);  (4)  a.m.;  (5)  india  rubber;  (6) 
china  (porcelain);  (7)  amazon  (a  tall,  strong,  masculine  woman); 
(8)  north  (the  northern  part  of  the  United  States) ;  (9)  franklin  stove ; 
(10)  india  ink. 

PRACTICAL   APPLICATION 

From  this  time  on  you  should  not  hand  in  any  written  work  nor 
write  a  letter  or  other  composition,  in  school  or  out,  with  any  mis- 
spelled words.     Refer  to  the  dictionary  in  all  cases  of  doubt. 
^^ 

ABBREVIATIONS   INTERPRETED  BY  THE  DICTIONARY 
ABBREVIATIONS    IN    GENERAL   USE 

You  are  familiar  with  such  common  abbreviations  as  Mr., 
Mrs.,  a.  m.,  p.  m.,  etc.  You  will  now  and  then  come  across  an 


THE   DICTIONARY:   FIRST   SERIES  21 

abbreviation 'which  you  cannot  interpret.  The  dictionary  is  then 
to  be  consulted.  In  Webster's  New  International  Dictionary  you 
will  find  the  abbreviations  in  alphabetical  place  in  the  vocabu- 
lary, in  the  lower  section  of  the  pages,  with  very  few  exceptions. 
In  the  New  Standard  Dictionary  most  of  the  abbreviations  will 
be  found  tabulated  under  the  word  abbreviation  in  the  vocabu- 
lary. The  few  exceptions  are  explained  in  the  front  of  the 
dictionary. 

EXERCISE    I 

Find  the  explanation  of  the  following  abbreviations  in  the  dic- 
tionary. Note  that  the  dictionary  shows  whether  or  not  they  are 
to  be  capitalized.  Use  the  large  dictionary  for  at  least  a  part  of  the 
words : 

e.g.;  i.e.;  I.e.;  C.  O.  D.;  Md.;  M.  D.;  ibid.;  B.  C.;  G.  O.  P.; 
pro  tern.;  A.  D. 

Learn  by  consulting  the  dictionary  the  correct  abbreviations  for 
the  names  of  any  two  states  in  regard  to  whose  abbreviations  you  are 
in  doubt. 

SPECIAL   ABBREVIATIONS    USED    BY   THE   DICTIONARY   ITSELF 

In  order  to  print  as  much  in  a  given  space  as  possible,  the 
dictionary  uses  many  special  abbreviations  of  its  own.  Other- 
wise it  would  be  even  a  much  bulkier  book  than  it  is. 

Generally  the  special  abbreviations  used  by  a  dictionary 
are  explained  on  the  pages  just  preceding  the  vocabulary;  that 
is,  before  the  list  of  words  beginning  with  the  letter  a. 

EXERCISE    2 

Find  the  list  of  abbreviations  used  in  the  dictionary. 

Make  a  list  of  the  abbreviations  used  in  the  dictionary  in  con- 
nection with  the  following  words.  Tell  what  each  abbreviation  means. 
Omit  the  part  in  brackets.  Use  the  large  dictionary  for  at  least  the 
last  two  words: 

alas;  bay  window;   Bible;  within;  crawl;  forewarn. 


22  THE   USE   OF   BOOKS   AND   LIBRARIES 

THE    DICTIONARY   AS  A   GUIDE   TO   PRONUNCIATION 

The  object  of  this  lesson  is  to  make  sure  that  you  can  learn 
from  the  dictionary  how  to  pronounce  correctly  any  word  with 
regard  to  whose  pronunciation  you  are  in  doubt. 

Two  things  are  necessary  in  order  to  pronounce  a  word 
correctly:  (i)  to  accent  the  right  syllable  or  syllables;  (2)  to 
give  the  correct  sounds  to  the  letters. 

ACCENT 

Your  teacher  will  give  you  a  preliminary  drill  by  having  you 
accent  any  syllable  that  she  may  point  to  in  given  words  written  on 
the  blackboard. 

EXERCISE    I 

Copy  the  words  in  the  following  paragraph  and  copy  the  accent 
as  given  in  the  dictionary;  then  pronounce  them.  If  two  syllables 
are  marked  with  an  accent,  the  one  with  the  heavier  mark  gets  the 
stronger  accent,  the  other  a  weaker  accent.  Your  teacher  will  give 
you  the  necessary  help. 

instinct  (noun);  entrance  (verb);  placard  (noun);  address  (verb); 
undertake;  prefix  (verb);  placard  (verb);  invalid  (adjective);  circum- 
navigate; invalid  (noun) ;  affability;  ally;  contrast  (verb) ;  municipal; 
incommunicability;  entrance  (noun);  instinct  (adjective);  contrast 
(noun) . 

You  should  not  give  up  this  kind  of  drill  until  you  can  easily 
accent  words  as  you  find  them  marked  in  the  dictionary.  Your 
teacher  will  give  you  such  additional  drill  as  may  be  necessary  for 
this  purpose. 

THE  KEY  WORDS  AS  GUIDES  TO  THE  CORRECT 
SOUNDS  OF  LETTERS 

Suppose  you  want  to  find  out  how  to  pronounce  the  following 
words : 

elite;   finale;    gyves;   knout;    yuletide. 


THE    DICTIONARY:   FIRST   SERIES  23 

Find  each  of  the  foregoing  words  in  the  dictionary.  Observe  that 
each  word  is  respelled  in  parenthesis  at  the  right  of  the  word  itself. 
This  is  for  the  purpose  of  telling  you  how  to  pronounce  the  word  cor- 
rectly. But  in  order  always  to  know  how  to  use  these  respellings 
one  must  know  how  to  use  the  key  words  at  the  bottom  of  the  pages 
of  the  dictionary. 

We  will  illustrate  how  to  use  the  key  words  by  taking  the  word 
worsted  as  an  example.  Suppose  it  is  found  in  the  dictionary  this 
way:  "worsted  (wdos'te'd)."  Suppose  that  two  of  the  key  words  are: 
"end;  ....  foot."  We  may  now  say:  "The  oo  in  the  first  syllable 
is  pronounced  like  oo  in  foot,  namely,  (here  say  the  short  oo  sound). 
Hence  the  first  syllable  is  (here  pronounce  the  first  syllable  of  the 
word).  The  e  in  the  second  syllable  is  pronounced  like  e  in  end, 
namely,  (here  say  the  sound  of  e  short).  Therefore  the  second 
syllable  is  (here  pronounce  the  second  syllable).  The  word  is 
accented  on  the  first  syllable.  Hence  the  word  is  (here  pronounce 
the  word)." 

EXERCISE  2 

First,  your  teacher  will  give  you  drill  on  the  key  words  for  the 
sounds  of  the  letter  a,  then  of  e,  then  of  i,  then  of  o,  then  of  u,  then 
of  such  other  letters  as  she  may  select.  When  this  has  been  done, 
use  the  key  words  in  learning  the  pronunciation  of  the  following 
words : 

gala;    gape;    gasp;    daub;    aery;    carat;    concur;    cabal;    bomb; 
brochure;  ducat;  elite;  excise;  finale;  fugue;   garish;   giraffe;  gyves; 
Giaour;    laugh;    trousseau;    turbine;    yuletide;    herb;    knout;    saliva;, 
encore;   melee;   magi;   massage. 

Whenever  after  this  you  look  up  the  pronunciation  of  a  word,  be 
sure  to  use  the  key  words  when  at  all  necessary. 

DEFINITIONS  OF  WORDS   IN   THE   DICTIONARY 

Probably  the  most  valuable  single  use  of  the  dictionary  is 
for  learning  the  meanings  of  words  that  are  new  to  us.  This 
lesson  is  intended  to  help  you  learn  to  do  this  quickly  and 
correctly. 


24  THE    UvSE   OF    BOOKS   AND    LIBRARIES 

Suppose  you  wanted  to  find  the  definition  of  the  word  tenor  in  the 
following  sentence:    "What  was  the  tenor  of  his  remarks?" 
You  find  the  word  in  one  dictionary  as  follows : l 

teii'or  (tSn'er),  n.  [L.,  fr.  tenere  to  hold ;  hence,  properly, 
a  holding  on  in  a  continued  course :  cf .  F.  ieneur.  See 
TENABLE  ;  cf.  TENOK  a  kind  of  voice.]  1.  A  state  of  hold- 
ing on  in  a  continuous  course  ;  general  tendency  or  direc- 
tion ;  course ;  career. 

They  kept  the  noiseless  tenor  of  their  way.  Gray. 

2.  That  course  of  thought  which  holds  on  through  a  dis- 
course, writing,  or  the  like  ;  the  general  drift  of  thought ; 
purport ;  intent ;  drift ;  as,  the  tenor  of  a  speech. 

Does  not  the  whole  tenor  of  the  divine  law  positively  require 
humility  and  meekness  to  all  men  'i  Sprat. 

3.  Stamp  ;  character  ;  nature. 

This  success  would  look  like  chance,  if  it  were  not  perpetual, 
*nd  always  of  the  same  tenor.  Dryden. 

4.  Law.  An  exact  copy  of  a  writing,  set  forth  in  the  words 
and  figures  of  it.  Setting  forth  a  document  according  to  its  tenor 
necessitates  giving  an  exact  copy  of  it,  as  distinguished  from 
setting  it  forth  according  to  its  purport  and  effect. 

6.  [F.  tenor,  or  its,  source,  It.  tenore,  L.  tenor,  properly,  a 
holding  ;  —  so  called  because  the  tenor  voice  took  and  held 
the  principal  part,  the  cantus  firmus  or  plain  song,  to 
which  the  other  voices  supplied  a  harmony  above  and 
fcelow  :  cf.  OF.  teneur,  tenor.']  Music,  a  The  higher  of 
*he  two  kinds  of  voices  usually  belonging  to  adult  males, 
having  a  com  pass  between  about  c  and  c"  (see  5th  PITCH,  12). 
Hence,  the  part  in  the  harmony  adapted  to  this  voice  ;  the- 
«econd  of  the  four  voice  parts,  reckoning  from  the  bass, 
and  originally  the  air,  to  which  the  other  parts  were  aux- 
iliary, b  A  person  who  sings  the  tenor,  or  the  instrument 
that  plays  it,  as  the  viola,  c  Medieval  Music.  (1)  The 
fermata  or  pause  on  a  final  note.  (2^  The  compass  or  am- 
bitus of  a  mode.  (3)  The  repercussion  or  dominant  of  a 
mode,  d  See  under  CHANGE  RINGING. 
Syn.  —  See  TENDENCY. 

ten/or,  a.  Music.  Of  or  pertaining  to  the  tenor  ;  perform- 
ing  the  tenor.  —  tenor  clef.  See  CLEF.  —  t.  violin,  a  viola. 

You  notice  that  tenor  is  given  twice,  first  with  the  letter  n  follow- 
ing it,  and,  farther  down,  with  the  letter  a  following  it.  The  list  of 
abbreviations  used  in  the  dictionary  tells  us  that  n.  is  the  abbreviation 
for  noun  and  a.  for  adjective. 

You  must  first  decide  whether  tenor  in  the  above  sentence  is  a  noun 
or  an  adjective.  It  is  of  course  a  noun.  Therefore  you  look  among 
the  definitions  under  the  word  tenor,  n.  You  notice  that  the  defini- 
tions are  given  in  five  numbered  paragraphs.  You  must  select  the 
right  definition  in  one  of  these  paragraphs.  In  paragraph  2  the  defini- 
tion drift  seems  to  be  the  correct  one;  for  if  we  say,  "What  was  the 
drift  of  his  remarks?"  we  get  about  the  same  meaning  as  when  we  say, 
"What  was  the  tenor  of  his  remarks?" 

In  reporting  on  this  word  in  class  we  might  say  that  the  correct 
definition  is  drift  in  paragraph  2  under  tenor,  n. 

^Webster's  New  International  Dictionary,  copyright  1909,  1913,  by  G.  &  C.  Merriam  Co.  Used 
by  permission. 


THE    DICTIONARY:   FIRST   SERIES  25 

If  we  write  it  down  briefly  to  bring  to  class,  it  would  be  well  to 
write  it  as  follows: 

Where  definition  is  given  in 
Word  the  dictionary  Definition 

tenor  tenor,  n.  2  drift 

EXERCISE 

Look  up  the  definitions  of  the  words  italicized  in  the  following 
sentences,  and  tabulate  your  results  as  has  been  done  for  the  word 
tenor,  above: 

(i)  There  is  probably  little  truth  in  the  popular  notion  that  snakes 
charm  birds.  (2)  When  the  dinner  was  all  done,  the  cloth  was  cleared, 
the  hearth  was  swept,  and  the  fire  made  up.  (3)  It  was  right  good  of 
you  to  invite  them.  (4)  Things  went  from  bad  to  worse  for  a  spell. 
(5)  Why  do  the  heathen  rage?  (6)  This  terrible  deed  puts  him  out- 
side the  pale  of  civilization.  (7)  To  keep  from  starving  they  ate 
the  hips  and  haws  of  the  lanes  and  woods.  (8)  It  is  not  meet  that  they 
should  quarrel  at  the  meet.  (9)  His  stint  completed,  he  joined  his 
comrades  at  play.  (10)  If  he  has  a  good  appetite,  do  not  stint  him, 
but  let  him  have  plenty  of  good  food. 


PICTORIAL  ILLUSTRATIONS  IN   THE   DICTIONARY 

You  have  noticed  that  there  are  many  pictures  in  the  dic- 
tionary. Let  us  now  learn  to  make  use  of  these  pictures  when 
we  are  looking  up  words  whose  definitions  they  illustrate. 

ILLUSTRATIONS   ACCOMPANYING   DEFINITIONS 
EXERCISE    I 

Find  in  the  dictionary  each  of  the  following  words;  if  there  is  a 
picture  accompanying  it,  look  at  it  carefully  and  compare  it  with  the 
definition  of  the  word  and  with  the  description  of  the  picture  if  one 
is  given.  Be  ready  to  tell  the  class  about  two  of  the  words  illustrated : 

hourglass ;  davit ;  bevel  wheel ;  shrapnel ;  trestle  work ;  xylophone ; 
siphon;  lister;  castle. 


26  THE   USE   OF   BOOKS  AND   LIBRARIES 

Usually  below  the  pictures  of  animals  you  will  find  some  fraction, 
such  as  H  or  Y±.  You  very  likely  have  already  correctly  concluded 
that  this  means  that  the  picture  is  %  or  M  the  height  or  length  of  the 
animal  itself.  With  this  in  mind,  estimate  the  size  of  the  following 
animals  by  referring  to  the  dictionary: 

Height:  lion;    giraffe;   orang-outang.     Length:  right  whale;  tiger. 

CLASSIFIED    ILLUSTRATIONS 

In  the  back  part  of  the  large  dictionary  you  are  likely  to 
find  many  pictures  arranged  according  to  subjects,  such  as 
agriculture,  carpentry,  fishes,  etc. 

EXERCISE    2 

Find  pictures  illustrating  the  following  subjects;  mention  one 
picture  in  each  class  that  particularly  interests  you.  Note  the  alpha- 
betic arrangement: 

carpentry;  musical  instruments ;  tools;  birds;  botany. 

PLATES 

Some  illustrations  in  the  dictionary  take  up  a  whole  page 
and  are  printed  on  a  different  kind  of  paper  from  that  of  the 
rest  of  the  dictionary.  Such  illustrations  are  called  plates;  and 
if  the  pictures  are  colored,  they  are  called  colored  plates. 

EXERCISE  3 

Find  a  number  of  plates  in  the  dictionary.  Many  of  them  are 
likely  to  be  found  in  the  front  part;  you  will  find  others  with  the 
words  which  they  illustrate. 

Answer  these  questions  by  referring  to  plates  in  the  dictionary : 
(i)  Describe  the  flag  of  France.  (2)  Of  Turkey.  (3)  Describe 
the  "arms"  of  the  United  States.  (4)  Of  your  own  state.  (5) 
Describe  the  seal  of  your  own  state.  (6)  The  seal  of  some  other  state 
which  especially  interests  you.  (7)  What  flag  means  rain?  Snow? 
(8)  A  cold  wave?  (9)  Describe  the  flag  of  Siam.  (10)  Find  a  plate 
showing  the  coins  of  different  countries.  Describe  one  of  the  coins 
which  is  new  to  you  and  which  especially  interests  you. 


THE    DICTIONARY:   FIRST   SERIES  27 

THE   GAZETTEER   IN   THE    DICTIONARY 

You  will  often  read  or  hear  about  cities,  rivers,  mountains, 
lakes,  and  other  geographic  features  whose  location,  size,  etc., 
you  would  like  to  know.  One  of  the  best  sources  of  brief  infor- 
mation of  this  kind  is  the  dictionary,  the  items  being  usually 
grouped  in  a  gazetteer  in  the  back  part. 

EXERCISE 

Find  the  gazetteer  in  the  large  dictionary.  Glance  through  it 
and  get  an  idea  of  what  it  contains. 

You  will  notice  some  abbreviations  and  signs  used.  Find  where 
these  are  explained. 

Where  are  the  key  words  for  indicating  the  pronunciation? 

Find  the  following  in  the  gazetteer,  pronounce  the  names,  and 
read  what  is  said  of  each,  being  sure  to  look  up  the  abbreviations  and 
signs  which  you  cannot  otherwise  understand: 

Golden  Horn;  Tom;  Piave;  Karnak;  Fairfax;  Chateau-Thierry; 
No  Man's  Land;  Riviera;  Xingu;  Sarajevo;  Jeff  Davis;  Aisne;  Wash; 
Chihauhau;  Veii;  Helgoland;  your  own  county;  the  county  seat  of 
your  county;  Marne;  Ulster. 

PRACTICAL   APPLICATION 

Make  a  list  of  the  features  which  you  look  up  in  the  gazetteer 
during  the  next  two  weeks  in  connection  with  what  you  read  in  news- 
papers, magazines,  etc.  Your  list  should  contain  at  least  five  names. 

BIOGRAPHICAL  INFORMATION   IN  THE  DICTIONARY 

We  are  often  interested  in  learning  when  and  where  famous 
people  of  the  past  lived,  what  they  were  especially  noted  for, 
and  how  their  names  are  spelled  and  pronounced.  We  frequently 
want  similar  information  about  noted  people  now  living.  Your 
large  school  dictionary  probably  has  in  the  back  part  of  it  a 
pronouncing  biographical  dictionary  in  which  such  information 
is  given  in  brief  form.  If  not  given  there,  the  names  may  be 


28  THE   USE   OF   BOOKS   AND   LIBRARIES 

found  in  the  body  of  the  dictionary  among  the  other  words. 
The  Century  Cyclopedia  of  Names  (one  of  the  volumes  of  the 
Century  Dictionary  and  Cyclopedia)  is  a  valuable  reference  source 
for  brief  biographical  information. 

EXERCISE    I 

Select  five  names  in  the  following  list  which  you  most  care  to  look 
up  in  the  dictionary  and  be  ready  to  tell  about  each  in  class  (in  case 
some  are  not  included  in  the  dictionary,  find  them  elsewhere): 

Helen  Keller;  Rudyard  Kipling;  Admiral  Dewey;  Louisa  May 
Alcott ;  Jack  London ;  Theodore  Roosevelt ;  Andrew  Carnegie ;  John  D. 
Rockefeller;  Goethals;  Pasteur;  General  Joffre;  General  Pershing; 
David  Lloyd  George;  General  Foch. 

EXERCISE  2 

(i)  Find  information  in  the  dictionary  in  regard  to  two  noted 
persons  about  whom  you  have  recently  read  in  the  newspapers.  (2) 
Who  was  Edward  Jenner  and  when  did  he  live?  (3)  When  was  Leo 
XIII  pope  and  when  did  he  die?  (4)  When  was  Marconi,  the  inventor 
of  wireless  telegraphy,  born?  Edison?  (5)  When  did  King  Arthur 
live?  (6)  Who  was  Barbarossa  and  when  did  he  live?  (7)  Who  was 
Dick  Turpin?  (8)  What  was  Buffalo  Bill's  real  name?  (9)  What 
countries  have  had  kings  known  as  Henry  IV?  (10)  Prepare  a  question 
which  some  other  member  of  the  class  is  to  answer  by  referring  to  this 
part  of  the  dictionary. 

PRACTICAL   APPLICATION 

Within  the  next  two  weeks,  or  other  time  prescribed  by  the  teacher, 
look  up  in  the  dictionary  from  five  to  ten  names  of  persons  about  whom 
you  have  read  in  the  newspapers  or  magazines  since  the  above  exercises 
were  recited  upon. 


VI.     GENERAL  ENCYCLOPEDIAS 

It  is  convenient  to  have  at  hand  a  set  of  books  which  con- 
tain information  on  almost  every  subject  and  in  which  the 
matter  is  arranged  in  such  a  way  that  the  page  or  pages  on 
which  any  particular  subject  is  treated  can  easily  be  found. 
Such  a  set  of  books  is  known  as  a  general  encyclopedia.  It  will 
be  profitable  to  learn  well  how  to  use  such  an  encyclopedia. 

We  do  not  here  have  reference  to  encyclopedias  which  deal 
only  with  special  subjects,  such  as  Ckamplin's  Cyclopedia  of 
Literature  and  Art.  These  latter  are  known  as  special  encyclo- 
pedias, and  are  very  useful  at  times.  General  encyclopedias 
usually  consist  of  from  six  to  twenty-five  or  more  volumes. 

At  the  present  time  (1920),  the  principal  larger  encyclo- 
pedias are:1  Americana;  Britannica;  Nelson's  Loose  Leaf;  New 
International. 

There  are  a  number  of  encyclopedias  of  from  six  to  ten  volumes 
that  are  very  serviceable  for  school  purposes.  Everyone,  how- 
ever, should  become  acquainted  with  one  or  more  of  the  best 
larger  encyclopedias. 

EXERCISE    I 

Glance  through  the  volumes  of  a  general  encyclopedia  to  get  a 
general  idea  of  its  contents  and  arrangement.  With  the  encyclopedia 
before  you,  answer  the  following  questions: 

(i)  How  can  you  quickly  determine  in  which  volume  a  given  article 
is  to  be  found?  (Look  at  the  backs  of  the  books.)  (2)  Is  there  any 
way  of  finding  an  article  more  quickly  than  by  looking  from  one  article 
to  the  next?  (Look  at  the  tops  of  the  pages.)  (3)  What  is  the  name 
of  this  encyclopedia?  By  whom  and  when  was  it  published?  (4)  What 
is  the  latest  copyright  date ?  (5)  Judging  by  the  latest  copyright  date, 

1  Titles  of  the  encyclopedias  are  arranged  alphabetically. 

29 


30  THE   USE   OF   BOOKS   AND   LIBRARIES 

are  the  figures  of  the  last  United  States  census  included  in  the  state- 
ments as  to  population,  products,  etc.?  Remember  that  the  census 
is  taken  in  the  years  ending  in  zero,  that  is,  1910,  1920,  etc.  (6)  If 
the  encyclopedia  is  several  years  old,  think  of  a  number  of  subjects  on 
which  it  is  not  up  to  date.  (7)  Has  the  encyclopedia  an  index  ?  (8)  Is 
the  pronunciation  indicated  ? 


en  c  11:  i 


VOL.IV  I  VOL.V  I  VOL.VI  |||  VOL.VII  IVOL.VIH 
DAVY  fCNOMES  LENS  NIMES  ROUGE 
^ISS|l£NQXllBMBUSl  ROUEN 


vou       VOL  ii      VOL.III 

A     BISHOP  BOND 
BISC/C/BONAR  DAVIS 


A  general  encyclopedia,  showing  index  words 


EXERCISE    2 

Arrangement.  The  above  cut  represents  the  backs  of  the  volumes 
of  an  encyclopedia  with  the  name  of  the  encyclopedia  omitted.  Tell 
in  which  volume  each  of  the  following  articles  will  be  found: 

Halifax;  dwarf;  concrete;  zinc;  robin;  acetylene;  eclipse;  pygmy; 
shark;  Arbor  Day;  immigration;  Berlin;  submarine;  balloon;  Nubia; 
West  Indies;  Florida;  London;  cotton;  boomerang;  kingfisher. 

Find  and  read  in  an  encyclopedia  three  of  the  above  articles. 
Select  for  this  purpose  the  articles  in  which  you  are  most  interested. 

Arrangement  of  subjects  expressed  by  two  or  more  words.  It  is 
sometimes  puzzling  to  know  where  to  look  for  an  article  expressed  by 


GENERAL   ENCYCLOPEDIAS  31 

several  words.  Find  the  following  articles;  if  you  cannot  find  them 
tinder  one  of  the  words,  try  another.  Before  looking,  make  up  your 
mind  under  which  part  you  are  most  likely  to  find  it. 

Christopher  Columbus ;  Mount  Blanc ;  Lake  Superior ;  Uncle  Sam ; 
Civil  War;  Robin  Hood;  Sea  of  Azov;  Oliver  Twist;  Peter  the  Her- 
mit; John  Greenleaf  Whittier;  Black  Hole  of  Calcutta;  Underground 
Railroad ;  Isthmus  of  Panama ;  Washington  Monument ;  Julius  Caesar ; 
Saint  Augustine;  Alexander  Pope;  Pope  Leo  XIII;  Lord  Baltimore; 
Queen  Victoria;  Joan  of  Arc. 

How  do  you  account  for  the  differences  in  arrangement  of  Christopher 
Columbus  and  Oliver  Twist?  (Possibly  you  cannot  find  Oliver  Twist 
in  your  encyclopedia.  If  so,  what  kind  of  names  does  it  omit?) 

Note  the  arrangement  of  the  names  of  the  following  kings: 

Henry  IV,  King  of  Germany;  Henry  IV,  King  of  France;  Henry 
VIII,  King  of  England. 

Which  of  these  comes  first;    which  second;    etc.?    Why? 

Scope  of  the  encyclopedia.  If  one  knows  what  kinds  of  subjects 
are  treated  in  an  encyclopedia  and  which  articles  are  likely  to  be  up 
to  date,  time  will  be  saved. 

On  which  of  the  following  topics  are  you  likely  to  find  information 
in  the  encyclopedia  which  you  are  using?  Verify  your  answer  in  each 
case  by  trying  to  find  the  topic  in  the  encyclopedia. 

(i)  Mountains.  (2)  Who  is  the  governor  of  Canada?  (3)  Who 
are  the  present  members  of  the  President's  cabinet?  (4)  What  are  the 
principal  farm  crops  raised  in  Chili?  (5)  Who  invented  the  telephone? 
(6)  Find  an  account  of  the  life  of  Grover  Cleveland.  (7)  How  many 
automobiles  are  in  use  in  the  United  States?  (8)  Tell  how  to  make  a 
kite.  (9)  Is  a  whale  a  true  fish?  Why?  (10)  Find  an  article  on  the 
history  of  Australia. 

Index.  If  there  is  an  index  to  the  encyclopedia,  look  up  all  the 
articles  on  two  or  three  of  the  following  subjects: 

tobacco;  slavery;  hair;  anthracite  coal;  blue  jay;  Central  Park, 
New  York;  railways;  navies;  Revolutionary  War  (American  Revolu- 
tion) ;  Shetland  ponies ;  Mocha  coffee. 


32  THE   USE   OF   BOOKS  AND   LIBRARIES 

Of  what  use  is  an  index  in  an  encyclopedia,  the  articles  being 
arranged  alphabetically  ? 

Cross  references.  Look  at  the  ends  of  a  number  of  articles  and 
see  if  other  articles  containing  material  on  the  same  subject,  in  the 
encyclopedia,  are  referred  to.  These  are  called  cross  references.  Look 
up  some  of  the  cross  references  on  a  subject  in  which  you  are  interested. 

References  to  other  books.  See  if  some  articles  do  not  have  a 
list  of  books  at  the  end  of  the  article  to  which  the  reader  is  referred 
for  further  information.  Such  lists  of  books  are  called  bibliographies. 

Keeping  encyclopedias  up  to  date.  Among  the  ways  by  which 
encyclopedias  are  kept  more  or  less  up  to  date  are:  (i)  by  means  of 
yearbooks;  (2)  by  the  loose-leaf  plan,  new  pages  being  added  from 
time  to  time;  (3)  by  means  of  new  editions.  Of  which  of  these  ways 
can  you  find  examples? 

By  whom  the  encyclopedia  was  prepared.  The  value  of  an  ency- 
clopedia will  depend  much  upon  the  education,  ability,  and  training 
of  those  who  prepared  it.  Usually  something  is  said  about  these 
people  in  the  front  part  of  the  first  volume.  See  what  you  can  find 
there  in  the  encyclopedias  at  hand. 


VII.     ATLASES 

We  often  read  or  hear  about  places  which  we  should  like 
to  locate  if  we  could  do  so  without  too  much  trouble.  You 
have  perhaps  already  learned  to  use  the  gazetteer  in  the  dic- 
tionary for  this  purpose;  also  possibly  the  encyclopedia.  But 
the  kind  of  book  which  we  are  now  to  study,  namely,  the  atlas, 
is  intended  for  this  purpose  almost  exclusively. 

EXERCISE    I 

Look  through  the  atlas  in  the  school  library  to  get  a  general  idea 
of  what  it  contains  in  the  way  of  maps,  indexes,  and  other  features. 

(i)  Does  the  atlas  contain  maps  of  cities?  (2)  Is  there  an  index? 
If  so,  where  is  it  located?  If  there  is  more  than  one  index,  tell  what 
kind  of  information  each  index  lists  and  where  it  is  located.  (3)  Are 
there  indexes  on  the  margins  of  some  of  the  maps?  If  so,  how  are 
they  to  be  used  ?  (4)  If  there  are  several  different  atlases  in  the  school 
library,  examine  each  of  them  and  note  in  what  important  respects 
they  differ  from  one  another.  If  you  have  access  to  the  public  library, 
examine  the  atlases  there  also. 

EXERCISE  2 

By  means  of  the  table  of  contents  or  the  index  find  in  the  atlas 
maps  of  the  following: 

Montenegro;  Natal;  Eritrea;  Indo-China;  United  States;  Eng- 
land; Australia;  Tasmania;  Ceylon;  Nebraska. 

EXERCISE  3 

By  means  of  marginal  indexes  find  the  following: 
Rheims    (France);     Gottingen    (Germany);     Monterey    (Mexico); 
Macoupin    County    (Illinois) ;     County    Cork    (Ireland) ;     Broadway 
(New    York    City);     Novgorod    (Russia);     Canterbury    (England); 
Amoy  (China) ;   Tromso  (province  in  Norway) . 

33 


34  THE  USE   OF   BOOKS  AND   LIBRARIES 

EXERCISE  4 

Find  the  following  in  the  atlas.  If  you  do  not  find  them  in  the 
index  to  the  atlas,  consult  the  gazetteer  in  the  dictionary  for  the 
purpose  of  finding  in  what  country  they  are  located  and  then  turn  to 
the  map  of  the  country  in  the  atlas  and  locate  them: 

Bhutan;  Beirut;  Timbuktu;  Riviera;  Gironde;  Brest-Litovsk; 
Seoul;  Perm;  Somme;  Ypres;  Albania;  Monte  Cristo;  Molokai; 
Monadnock;  Przemysl. 

EXERCISE  5 

(i)  How  far  are  you  in  a  direct  line  from  Washington,  D.  C.? 
(Use  scale  of  miles.)  (2)  How  far  is  it  from  Washington,  D.  C.,  to 
San  Francisco?  (3)  Compare  the  length  of  the  Mississippi  with  the 
direct  distance  from  its  source  to  its  mouth.  (4)  Through  what 
principal  cities  would  you  travel  in  going  from  New  York  City  to  San 
Francisco  by  a  route  that  would  take  you  through  Omaha?  (5)  What 
are  some  of  the  principal  cities  on  the  Siberian  Railway?  What  is  its 
eastern  terminus?  (6)  What  are  the  principal  steamship  centers  on 
the  western  shore  of  the  Pacific  Ocean?  On  the  eastern  shore?  (7) 
Which  three  states  of  our  country  seem  to  have  the  fewest  miles  of  rail- 
road in  proportion  to  area?  (8)  What  is  the  central  place  for  steam- 
ship lines  crossing  the  Pacific  Ocean?  (9)  Where  are  the  following 
islands  and  to  what  country  does  each  belong:  Guam;  Samoa;  Mauri- 
tius; St.  Helena?  (10)  What  and  where  are:  Adrianople;  Arno; 
Bronx;  Aix;  Gallipoli? 

PRACTICAL   APPLICATION 

Make  a  list  of  the  places  which  you  will  have  had  occasion  to  look 
up  in  the  atlas  during  the  next  two  or  three  weeks;  bring  the  list  to 
class  for  the  teacher's  inspection. 

You  should  hereafter  make  frequent  use  of  the  atlas  in  connection 
with  your  reading  and  studying. 


VIII.     YEARBOOKS 

Read  a  number  of  the  questions  in  Exercise  2,  page  36.  You 
will  notice  that  such  questions  ask  for  information  on  interest- 
ing and  important  matters  which  change  from  year  to  year. 
Questions  of  this  kind  cannot  be  answered  by  reference  to  the 
encyclopedia  or  to  other  reference  books  of  which  new  editions 
are  issued  only  once  in  several  years.  For  such  constantly 
changing  reference  material  there  are  issued  what  are  called 
yearbooks ;  that  is,  books  which  are  issued  annually  for  the  pur- 
pose of  supplying  information  which  changes  from  year  to  year. 

We  shall  study  as  an  example  of  a  good  yearbook  the  World 
Almanac.  This  yearbook  is  issued  by  the  New  York  World,  a 
daily  newspaper  published  in  New  York  City.  The  Daily  News 
Almanac,  published  by  the  Chicago  Daily  News,  is  another  well- 
known  yearbook.  There  are  yearbooks  published  by  other  daily 
newspapers,  and  it  may  be  that  your  class  will  use  one  of  them 
for  the  purposes  of  this  lesson.  The  World  Almanac  and  other 
yearbooks  of  that  kind  are  sold  at  a  very  low  price.  It  would  be 
well  worth  while  for  homes  to  secure  the  new  edition  each  year. 

EXERCISE    I 

Look  through  the  yearbook  for  the  purpose  of  getting  a  good  general 
idea  of  its  contents  and  arrangement. 

Where  are:  the  general  index?  the .  advertisements ?  the  index  to 
the  advertisements? 

Make  a  list  of  half  a  dozen  things  that  interest  you  as  you  glance 
through  the  book. 

About  which  of  the  following  subjects  would  you  not  be  likely 
to  find  information  in  a  yearbook  and  why? 

colleges;  rainfall;  clouds;  blindness;  holidays;  rainbow;  lungs; 
tuberculosis;  books;  debating. 

35 


36  THE  USE   OF   BOOKS  AND   LIBRARIES 

Verify  your  answer  in  each  case  by  using  the  index  of  the  yearbook 
used  for  this  lesson. 

You  will  observe  in  doing  this  exercise  that  the  year  given  on  the 
back  of  the  almanac  is  the  year  after  the  year  for  which  it  gives  the 
latest  facts;  for  example,  the  1920  almanac  gives  the  facts  for  1919. 

EXERCISE    2 

Find  in  the  yearbook  answers  to  the  five  or  more  of  the  following 
questions  in  which  you  are  most  interested: 

(i)  How  many  officers  and  enlisted  men  in  the  United  States 
navy?  In  the  United  States  army?  (2)  What  was  the  total  value 
of  farm  products  in  our  country  in  the  last  year  for  which  the  yearbook 
gives  the  figures?  (3)  Who  is  the  commander-in-chief  of  the  Grand 
Army  of  the  Republic?  (4)  Which  three  languages  are  spoken  by  the 
most  people?  (5)  What  is  the  best  running  broad  jump  ever  made? 
By  whom,  and  when?  The  best  standing  jump?  (6)  At  what  o'clock 
does  the  sun  rise  today?  Set?  (7)  How  much  is  the  national  debt 
of  the  United  States?  (8)  When  will  the  next  eclipse  of  the  moon 
occur?  (9)  How  many  bushels  of  corn  were  grown  in  the  United 
States  last  year?  (10)  What  is  the  value  of  the  franc  in  our  money? 
Of  the  Danish  crown?  (u)  How  many  soldiers  of  the  Civil  War  are 
drawing  pensions?  (12)  How  many  immigrants  came  to  the  United 
States  last  year?  (13)  What  is  the  best  trotting  record  ever  made 
and  by  what  horse?  (14)  How  many  popular  votes  did  President 
Wilson  receive  the  second  time  he  ran  for  the  presidency?  How  many 

did  his  nearest  competitor  receive? 
•> 

Other  important  yearbooks  include:  the  New  International 
Yearbook,  and  the  Statesman's  Y ear-Book.  If  you  have  access 
to  any  of  these,  look  them  over  and  get  some  idea  of  their 
contents  and  how  to  use  them. 


IX.     THE   DICTIONARY:    SECOND   SERIES 

PHRASES   DEFINED   IN   THE   DICTIONARY 

Not  only  single  words,  but  also  phrases  are  defined  in  the 
dictionary;  for  example,  to  go  a-begging,  to  catch  one's  eye,  to  sing 
out,  etc. 

EXERCISE 

Find  the  following  phrases  in  the  dictionary  and  tell  what  each 
means,  illustrating  with  a  sentence: 

(i)  to  walk  Spanish;  (2)  to  run  to  seed;  (3)  to  sing  small;  (4)  to 
take  the  air;  (5)  to  walk  the  chalk;  (6)  hands  down;  (7)  to  eat  one's 
words;  (8)  to  set  at  naught;  (9)  the  common  run;  (10)  to  kick  over 
the  traces. 

You  will  have  noticed  that  such  phrases  as  the  above  are  arranged 
alphabetically  in  groups  under  the  first  word  of  the  phrase  (not  count- 
ing to  and  the). 

Other  phrases  are  given  as  if  they  were  single  words,  each  phrase 
having  its  place  among  the  words  defined. 

Find  the  following  phrases  of  this  kind  and  learn  the  meaning  of 
each: 

(i)  National  salute;  (2)  Holy  Grail;  (3)  naked  eye;  (4)  coast 
guard;  (5)  round  robin;  (6)  Douglas  spruce;  (7)  evening  star;  (8) 
mackerel  sky;  (9)  Peter's  fish;  (10)  torpedo  planter;  (n)  loggerhead 
sponge. 

SOME  OF  THE  PROPER  NAMES  IN   THE   DICTIONARY 
PERSONAL    NAMES 

Most  given  names  (first  names  or  forenames)  come  from 
words  that  have  a  definite  meaning.  Many  of  these  are  explained 
in  the  dictionary. 

37 


38  THE   USE   OF   BOOKS   AND   LIBRARIES 

EXERCISE   I 

Select  five  names  in  the  following  list  and  learn  from  the  dictionary 
what  each  means: 

Clara;  Philip;  Miranda;  Robert;  Ruth;  Ethel;  Albert;  Martin; 
Andrew;  Bertha;  Eva. 

Look  up  the  meaning  of  your  own  name. 

NICKNAMES 

Some  noted  persons,  places,  and  events  have  been  given 
nicknames  by  which  they  are  often  known.  For  example, 
Colonel  W.  F.  Cody  was  frequently  called  Buffalo  Bill;  the 
South  is  often  called  Dixie;  the  state  of  New  York  is  frequently 
referred  to  as  the  Empire  State;  etc. 

EXERCISE    2 

Below  are  some  nicknames  to  be  looked  up  in  the  dictionary: 
The  Learned  Blacksmith;    Bobs;    Old  Abe;    Big  Ben;    the  Windy 

City;    Big  Four;    Little  Phil;    South  Sea  Bubble;    Gotham;    Land  of 

Steady  Habits. 

BIBLE    NAMES 

Bible  names  are  frequently  used  in  literature  and  other  writ- 
ings, and  you  will  now  and  then  have  occasion  to  look  up  their 
pronunciation  or  spelling  and  perhaps  brief  information  connected 
with  such  names.  All  this  you  will  find  in  the  dictionary. 
Where  the  account  may  be  found  in  the  Bible  is  also  given,  and 
this  is  helpful  for  further  reference.  Brief  accounts  are  also 
given  in  connection  with  such  names. 

EXERCISE  3 

Look  up  in  the  dictionary  at  least  five  of  the  following  Bible  names, 
learn  their  pronunciation,  and  be  able  to  tell  in  substance  what  the 
dictionary  says  about  each: 

Baal;  Shadrach;  Canaan;  Balaam;  Jephthah;  Methuselah;  New 
Jerusalem;  Stephen;  Beersheba;  Goshen. 


THE   DICTIONARY:    SECOND   SERIES  39 

NOTED   NAMES   IN   FICTION  EXPLAINED   IN  THE 
DICTIONARY 

You  have  read  stories  in  which  some  of  the  imaginary  persons 
places,  and  events  have  seemed  very  real  to  you.  For  example, 
one  can  hardly  realize  that  Robinson  Crusoe  was  not  a  real 
person  and  that  his  man  Friday  never  existed.  Think  of  other 
characters  which  seemed  very  lifelike  to  you  when  you  read 
about  them  in  stories. 

Certain  characters  (persons) ,  places,  and  events  in  stories 
are  often  referred  to  in  literature.  You  are  likely  to  find  them 
explained  in  the  dictionary. 

EXERCISE 

Select  at  least  five  of  the  following  and  look  them  up  in  the  dic- 
tionary : 

Fagin;  Pippa;  Colonel  Sellers;  Uriah  Heep;  Lilliput;  Sherlock 
Holmes;  Aladdin;  Utopia;  El  Dorado;  Sam  Weller. 

MYTHS,  LEGENDS,  AND   FOLKLORE   STORIES   BRIEFLY 
TOLD   IN   THE   DICTIONARY 

In  your  reading  you  will  frequently  come  to  references  to 
myths,  legends,  and  folklore  stories.  When  the  story  mentioned 
is  unfamiliar  to  you,  consult  the  dictionary. 

EXERCISE 

Consult  the  dictionary  for  brief  accounts  of  the  following: 
Juno;    Aeneas;    Golden  Fleece;    Asgard;    Cyclops;    Holy  Grail; 
Ninheim;  Siegfried;  Centaur;  Sleeping  Beauty;  Hercules;  Cinderella. 


X.  ARRANGEMENT  OF  BOOKS  ON  THE  SHELVES 

If  books  in  a  library  are  readily  to  be  found,  it  is  necessary 
to  arrange  them  on  the  shelves  according  to  some  definite  plan. 
To  arrange  them  by  their  sizes  or  color  of  binding  would  be 
according  to  a  definite  plan,  but  one  that  would  be  of  no  value 
whatever.  It  is  convenient  to  have  all  the  books  on  the  same 
subject  together;  for  example,  books  on  plants,  books  on  birds, 
books  on  history,  etc.  This  is  the  plan  followed  in  libraries. 

CLASS    NUMBERS 

In  order  to  make  it  easy  to  arrange  books  by  subjects,  each 
subject  is  given  a  class  number.  For  example,  books  about 
animals  are  given  the  class  number  590;  books  about  plants, 
580;  books  about  music,  780;  etc.  The  table  on  pages  44-45  is 
a  table  of  class  numbers  given  in  part  only.  It  is  intended  for 
children's  books,  although  the  numbers  given  are  also  used  for 
books  for  adults,  for  which  there  are  in  addition  many  other 
class  numbers  used.  Usually  a  plus  sign  (+)  is  placed  before 
or  above  the  class  numbers  of  children's  books,  so  that  they  will 
be  replaced  on  the  shelves  holding  the  children's  books.  It  may 
be  that  the  class  numbers  in  the  library  that  you  use  will  differ 
somewhat  from  those  given  on  pages  44-45,  but  the  table  will 
serve  to  give  you  a  general  idea  of  class  numbers. 

Note  especially  the  ten  main  classes,  as  follows: 

ooo  to  099     General    works    (en-     200  to  299  Religion  and  myth- 
cyclopedias,    etc.)  ology 

100  to  199     Philosophy  (themind,     300  to  399  Sociology  (govern- 

reasoning,  ethics,  merit,  education, 

etc.)  etc.) 
40 


ARRANGEMENT   OF   BOOKS   ON   THE   SHELVES  41 

400  to  499     Language  700  to  799     Fine  arts   (painting, 

500  to  599     Natural  science  (as-  music,   etc.) 

tronomy,   physics,  800  to  899     Literature,    (poetry, 

etc.)  plays,    etc.) 
600  to  699     Useful  arts  (health, 

agriculture,    busi-  900  to  999     History  (including 

ness  methods,  etc.)  geography  and 

biography) 

The  class  numbers  are  written  on  the  backs  of  the  books,  or 
on  labels  on  the  backs  of  the  books,  and  then  the  books  are 
arranged  according  to  these  class  numbers,  beginning  at  the 
left  with  the  lowest  class  number  and  ending  at  the  right  with 
the  highest  class  number;  that  is,  the  numbers  are  arranged 
like  the  words  on  a  page. 


EXERCISE    I 

Write  the  following  class  numbers  in  the  order  in  which  the  books 

on  whose  backs  they  are  written  should  be  arranged  on  the  shelves: 

946;    170;    680;    398;    910;    650;    940;    320;    973;    8n;    800;    595; 

537;  750;  550;  973-2;  973-1;  941- 

CALL    NUMBERS 

Books  with  the  same  class  number  are  arranged  alphabetically 
by  the  surnames  of  the  authors.  For  this  purpose  one  or  more 
of  the  first  letters  of  the  author's  surname  with  perhaps  one  or 
more  figures  are  written  below  the  class  number.  The  letters 
and  figures  referring  to  the  author's  surname  are  called  author 
numbers.  In  the  case  of  a  biography  dealing  with  only  one 
person  (individual  biography),  however,  the  first  letters  of  the 
surname  of  the  person  written  about  are  used  in  determining 
what  is  to  be  written  below  the  class  number.  This  is  done  so 
that  all  the  books  about  one  person  —  Lincoln,  for  example  — 
will  come  together  on  the  shelves.  The  class  number  and  the 
author  number  below  it  make  what  is  called  the  call  number. 


42  THE   USE   OF    BOOKS   AND    LIBRARIES 

Books  are  arranged  by  their  call  numbers  on  the  shelves,  as 
illustrated  in  the  cut  on  page  43.  Fiction  is  usually  given 
only  author  numbers.  The  books  on  the  bottom  shelf  in  the 
cut  on  page  43  are  works  of  fiction.  Note  that  they  are  arranged 
alphabetically  by  their  author  numbers. 

If  two  or  more  books  have  the  same  class  number,  they  are 
arranged  alphabetically  by  the  letters  in  their  author  numbers. 
If  class  numbers  and  letters  are  the  same,  then  they  are  arranged 
according  to  the  figures  in  the  author  number,  the  lower  number 
being  placed  first.  If  there  are  two  or  more  books  in  the  same 
class  by  the  same  author,  the  author  numbers  will  be  exactly 
alike.  In  that  case  it  is  commonly  the  practice  to  place  the 
first  letter  of  the  first  word  (excepting  a,  an,  or  the)  of  the  title 
at  the  end  of  the  author  number.  Then  the  books  are  arranged 
alphabetically  by  these  letters.  See  the  call  numbers  on  the 
backs  of  the  fourth,  fifth,  and  sixth  books  on  the  bottom  shelf, 
page  43.  The  first  of  these  books  may  be  Dickens'  Nicholas 
Nickleby,  the  second  Dickens'  Old  Curiosity  Shop,  and  the  third 
Dickens'  Tale  of  Two  Cities. 

EXERCISE  2 

1.  Write  the  call  numbers  printed  below  in  the  order  in  which  the 
books  should  stand  on  the  shelves: 

630      398       590        29o        398      398       614      398       630    398   590 
Hio    ALy6    80147     Emi9    Ki$    An45    Gi4    Apy6    £[3     K8    Sa45 

2.  Tell  where  each  of  the  books  with  the  call  numbers  given  in 
the  preceding  exercise  should  be  placed  on  the  shelves  represented  in 
the  cut  on  page  43;    that   is,  between  which  books   already  on  the 
shelves. 

3.  The  teacher  will  hand  you  some  books  which  you  are  to  arrange 
by  their  call  numbers. 

4.  Go  to  the  shelves  and  find  some  books  of  which  the  teacher  will 
give  the  call  numbers. 


= 

170 
HI3 

:-= 
•  ."-.-" 

32C 

330 
P33 

== 

39S 
l_25 

r 

= 

020 

Bn 

174 

D&4 

174 

290 

Bis 

338 
AnZ 

Da 

"-• 

400 
W39 

500 
C73 

520 
B2I 

—  I 

|  j 

•  r 

530  ! 

b( 

=  — 

37  52 
i35M 

— 

: 

oOO 
338 

BI4  < 
to  f 

=14 

fe 

— 

= 

— 

73C 

D^ 

"_-. 

800 

Kfc^ 

7  530 

46  Em 

590 
V54( 

Bl5 

fc30 
&5 

750 

H33 

770 

SOS 
R76 

fc40 

fc'iO 

p 

LS5 

910 
rB9« 



^rr^:   - 

=^  - 

3ZC 
Jfc3 

81!   8 
St4F 

=r  = 

US  3IC 
17  BS 

914 
CIS 

•-='•'   '--' 

915 

9lb 
DS5 

—  .. 

35 

919 
1     PJI  1 

—  — 

3ZO 
^S 

— 

917 
C35 

917.; 
Fis 

91? 
H4 

321 
G7< 

921 



h              •—  ^ 

===== 
= 

m  94( 
121  Tit 

R 

BZI 
fa' 

r 

3ZI. 
I/V27 

_                = 

=^= 

930 
AnZ 

•  

^•-1^=: 

—•  

930 

An* 

—  _ 

= 
r 

337 

C^7 

^  ^=^ 

33S 

• 

3  973 
B57 

973 
B73i 

.-.    :-" 

= 
.n-s-.-B 

= 

373    9 

iS3  h 

•--.  r 
LJ=.^-L: 

73.1 
33 

:_r= 
^m 

37. 
H, 

IZ     97J12 
5    Sa.2 

—  "^  '  • 

9713 

938    5 
G33   t" 

i 

JAL 

© 

.7  B73 

C78 

D55n 

D550 

Da 

Ew5  Hi 

J55 

== 

r=^=: 

» 

P35C 

= 
=. 

>4  Stt 
vl 

=r.-=v 

5t3 

Arrangement  of  books  on  the  shelves 
(For  explanation,  see  page  41,  under  the  heading  "Call  Numbers") 


44 


THE   USE   OF   BOOKS   AND   LIBRARIES 


SIMPLIFIED  TABLE  OF  CLASSIFICATION  FOR  JUVENILE  BOOKS 
DEWEY  DECIMAL  SYSTEM 


Class 
Number 

ooo  General  works 

01 6  Subject  index.   Bibliography 

020  Library  work 

030  Cyclopedias 

050  Periodicals 

100  Philosophy 

170  Conduct  of  life 

174  Vocational  guidance 

200  Religion  and  mythology 

220  Bible  stories 

290  Myths 

300  Sociology 

310  Yearbooks.     Statistics 

320  Government 

327  Peace 

330  Economics 

355  Army.     Military  science 

359  Navy.     Naval  science 

370  Education 

398  Fairy  tales.  Fables.  Folk- 
lore. Legends 

400  Language 

500  Natural  science 

500  Science  and  nature — General 

520  Astronomy 

530  Physics 

537  Electricity 

540  Chemistry 

550  The  earth.     Minerals 

570  Plant  and  animal  life  (when 
both  are  treated  in  the 
same  book) 


Class 
Number 

571  Primitive  man 

580  Plants 

590  Animals  and  animal  stories 

595  Insects 

597  Fish 

598  Birds 

600    Useful  arts 

600     Industries.     Inventions 

613  Gymnastics 

614  Health  and  sanitation 
614.8     Fire   prevention   and    fire 

protection 
620     Machinery 
625     Roads 

630     Gardening.     Agriculture 
640    Home  making.     Food 

645  House  furnishing  and  deco- 

ration 

646  Clothing 

650     Business  methods 
680    Handicrafts.     Manual  train- 
ing 

700  Fine  arts 

700  Fine  arts — General 

730  Sculpture 

750  Painting  and  drawing 

770  Photography 

780  Music 

790  Amusements.     Sports 

800    Literature 

800    Standard  prose  and  adapta- 
tions 


ARRANGEMENT  OF   BOOKS  ON   THE   SHELVES 


45 


Class 

Number 


Class 
Number 


944 
945 
946 

947 


949 


808    Prose  and  poetry — Collec-     941 

tions.  Speakers  and  readers     942 

808 . 8     Quotations  943 

8 10  Books  about  literature 

811  Poetry — Individual  authors 

8 1 1 . 8  Poetry — Collections 

812  Plays 

900    History     (including     geog-         g 

raphy  and  biography) 
Geography  and  Travel 

910     Geography — General.  Trav- 
el and  adventure 

912    Atlases 

914  Europe  952 

915  Asia  954 

916  Africa  97° 

917  North  America  970 

917.1  Canada.     British  America     971 

917.2  Mexico.   Central  America.     972 
West  Indies 

917.3  United  States 

917.9  Alaska 

918  South  America 

919  Oceania.    Philippine  Islands. 

Australia.     Polar  regions 
Biography 


973 
973 
973 
973 
973 
973 


973 
977 


920  Biography — Collective 

921  B  iography — Individual 
Q2Q.Q     Flags 

History 

930    Ancient  and  general  history     980 
940     Medieval   and  modern  his-     990 
tory 


Scotland — History 
England  —  History 
Germany — History 
France — History 
Italy — History 
Spain — History 
Russia — History 
Scandinavia — History 
Minor  countries  of  Europe— 

History 
Asia — History 
China — History 
Japan — History 
India — History 
North  America — History 
i     Indian  life.  Indian  legends 
Canada — History 
Mexico ;    Central    America ; 

West  Indies — History 
United    States  —  History 

1  Discovery.      Explorations 

2  Colonial  times 

3  Revolution 

4  Middle  period 

7  Civil  War 

8  Our  own  times 
Separate  states  and  separate 

sections  of  United  States 
—  History 

South  America — History 
Oceania.         Philippine     Is- 
lands. Australia — History 


XL     THE   CARD   CATALOG 

You  know  how  convenient  an  index  is  to  a  history  book.  An 
index  to  a  library  is  also  of  much  use.  Such  an  index  we  have 
in  the  card  catalog.  It  answers  for  us  such  questions  as  these: 

(i)  What  books  by  a  certain  author  are  there  in  the  library  and 
where  are  they  on  the  shelves?  (2)  Is  there  a  book  by  a  certain  title 
in  the  library  and  if  so  where  is  it?  (3)  What  does  the  library  contain 
on  a  certain  subject  and  in  what  books  may  that  material  be  found? 

The  present  lesson  is  intended. to  teach  you  how  to  use  this 
index  to  the  library  which  we  call  the  card  catalog. 

AUTHOR    CARDS 

Suppose  we  want  to  know  what  books  there  are  in  the  library 
by  Sir  Walter  Scott.  We  go  to  the  card  catalog  and  look  at 
the  top  lines  of  the  cards  on  which  are  the  first  words  beginning 
with  the  letter  5.  (The  cards  are  arranged  alphabetically  by 
the  words  on  the  top  lines.)  Below  Scott,  Sir  Walter,  we  find 
the  title  of  the  book.  If  there  are  several  books  by  this  author, 
note  that  the  cards  are  arranged  alphabetically  by  titles.1 

Suppose  we  find  a  card  something  like  the  following : 2 


041       Scott,  Sir  Walter 

Scj  Tales  of  a  grandfather.     Ginn,  1900. 


I 

t 

1  In  titles  on  catalog  cards,  only  the  first  word  and  proper  names  are  capitalized;  that  is. 
each  book  title  is  capitalized  as  if  it  were  a  sentence. 

2  It  may  be  desirable  at  this  point  to  give  the  lesson  on  "Index  Letters,"  page  51,  and  that 
on  "Guide  Cards,"  page  52. 

46 


THE   CARD    CATALOG  47 

We  know  then  that  the  book  Tales  of  a  Grandfather  is  in  the 
library.  The  call  number  in  the  upper  left-hand  corner  tells 
where  it  is,  as  you  learned  in  the  preceding  lesson.  Call  num- 
bers are  usually  given  in  red  on  the  cards.  In  the  illustrations 
here  given  italics  are  used  to  indicate  the  red. 

EXERCISE    I 

Your  teacher  will  give  you  a  number  of  questions  like  those  on 
page  46  so  that  you  will  learn  readily  to  find  a  book  by  a  certain 
author  if  it  is  in  the  library. 

TITLE    CARDS 

Suppose  you  want  to  know  whether  or  not  The  Jungle  Book 
is  in  the  library  and  if  so  where  it  is  located  on  the  shelves. 
You  go  to  the  card  catalog  and  look  along  the  top  lines  among 
the  /'s;  not  among  the  T's,  for  the  words  a,  an,  and  the  are  not 
considered.  You  find  perhaps  a  card  like  the  one  herewith 
represented  : 


=,QO  Jungle  book. 

K62       Kipling,  Rudyard 


This  card  tells  you  that  among  the  5 go's  on  the  shelves  you 
will  find  The  Jungle  Book  if  it  is  in  its  place ;  it  also  tells  you  that 
the  author  of  the  book  is  Rudyard  Kipling. 

EXERCISE    2 

You  will  be  given  several  titles  of  books  which  you  are  to  find  on 
I  the  shelves  by  first  finding  their  call  numbers  on  the  catalog  cards. 
!Among  these  will  be  the  titles  of  a  few  books  which  are  not  in  the 
library,  and  you  will  be  expected  to  discover  which  these  are. 
5 


48  THE   USE   OF   BOOKS   AND   LIBRARIES 

SUBJECT   CARDS 

Suppose  you  want  to  find  in  the  library  a  book  on  the  subject 
of  electricity.  You  look  among  the  cards  whose  headings  begin 
with  the  letter  E  and  find  the  heading  Electricity.  The  card 
which  you  find  may  be  much  like  the  following : 


537  Electricity 

Adi       Adams,  J.  H. 

Harper's  electricity  book  for  boys.     Harper,  1907. 


This  card  tells  us  that  there  is  a  book  in  the  library  on  the 
subject  of  electricity  whose  author  is  J.  H.  Adams;  that  the 
title  is  Harper's  Electricity  Book  for  Boys;  and  that  it  is  to  be 
found  on  the  shelves  among  the  53  7 's.  We  also  learn  that  it 
was  first  published  in  its  present  form  by  Harper  &  Brothers  in 
1907.  (Harper  is  an  abbreviation  for  Harper  &  Brothers.) 

A  card  such  as  this  is  called  a  subject  card.     Why? 

In  most  card  catalogs  the  subject  is  written  in  red. 

SUBJECT-ANALYTIC    CARDS 

In  looking  in  the  card  catalog  to  find  something  in  the  library 
on  the  subject  of  cotton,  for  example,  you  are  likely  to  come 
across  a  card  something  like  the  following: 


600  Cotton 

€35        Chamberlain,  J.  F. 

How  we  are  clothed.     1908. 
i  page 
\  39-56 


THE   CARD   CATALOG  49 

The  foregoing  card  tells  us  that  we  shall  find  something  about 
the  subject  of  cotton  in  a  book  by  J.  F.  Chamberlain,  the  title 
of  the  book  being  How  We  Are  Clothed;  that  this  information 
is  printed  on  pages  39  to  56;  and  that  the  book  belongs  among 
the  600  's  on  the  shelves.  The  card  also  tells  us  that  the  book 
was  published  in  1908. 

Such  a  card  is  called  a  subject-analytic  card.  Note  that  it 
refers  to  certain  pages  of  the  book  and  not  to  the  book  as  a  whole. 

EXERCISE  3 

You  will  be  given  several  subjects  on  which  to  find  material  in 
the  library  by  referring  to  subject  cards  and  subject-analytic  cards 
in  the  card  catalog. 

CROSS    REFERENCE    CARDS 

If  you  are  looking  in  the  card  catalog  for  the  subject  farming, 
you  may  find  a  card  like  the  one  printed  below: 


Farming 

To  be  found  in  this  catalog  under 
Agriculture 


Or  it  may  be  like  the  following  card: 


Farming 

See 
Agriculture 


Each  of  the  above  two  cards  means  that  the  subject  of  farm- 
ing is  to  be  looked  for  in  the  card  catalog  under  the  heading 
Agriculture. 


50  THE   USE   OF   BOOKS  AND   LIBRARIES 

Such  a  card  is  called  a  "see"  cross-reference  card.     Another 
kind  of  cross-reference  card  is  as  follows: 


Birds 

Material  on  this  subject  will  also  be  found  under 
Nests 


Or  the  card  may  be  like  the  following 


Birds 

See  also 
Nests 


A  card  like  one  of  these  two  means  that  something  more  will 
be  found  about  birds  in  the  card  catalog  under  the  heading  Nests. 
Such  a  card  is  called  a  "see  also"  cross-reference  card. 

EXERCISE    4 

You  will  be  given  an  exercise  in  using  cross-reference  cards  in  the 
card  catalog  which  you  use. 

LIBRARY    OF    CONGRESS    CARDS 

Many  libraries  purchase  printed  catalog  cards  from  the 
Library  of  Congress.  Such  cards  will  look  somewhat  different 
from  those  represented  in  this  lesson.  However,  the  kinds  of 
cards  are  the  same,  the  headings,  except  for  author  cards,  being 
added  by  the  library,  as  are  also  the  call  numbers.  If  you  have 
learned  to  know  the  cards  as  described  in  this  lesson,  you  will 
experience  no  trouble  in  using  the  Library  of  Congress  cards. 


THE   CARD   CATALOG  51 


+590        Sharp,  Dallas  Lore,  1870- 
o/i#  A  watcher  in  the  woods,  by  Dallas  Lore  Sharp  . . .  with 

illustrations  by  Bruce  Horsfall.    New  York,  The  Century 

co.,  1903. 

xv,  205  p.  inch  front.,  illus.     19J-cm. 

CONTENTS.— Birds'  winter  beds.— Some  snug  winter  beds.  "Mus'rat- 
tin'."  Feathered  neighbors. — From  river-ooze  to  tree-top. — Kabbit  roads. — 
Second  crops.— In  the  October  moon. 


1.  Natural  history.        i.  Title. 

4-3944/3 

Library  of  Congress  QH50.S52 

y590  JO 


A   Library  of  Congress  Card 

The  call  number  §^2  ^as  ^een  written  in;  otherwise  the  card  is  as  received  from  the  Library  of 
Congress,  except  for  a  slight  reduction  in  the  size  of  card  and  type. 

INDEX    LETTERS    ON    DRAWERS    OF    CATALOG    CASE 

By  this  time  you  probably  have  learned  in  which  drawer 
to  look  for  a  card  with  a  certain  heading  by  means  of  the  index 
letters  on  the  slips  in  the  holders  attached  to  the  front  of  the 
drawer.  Of  course,  if  there  is  only  one  drawer,  such  index 
letters  are  not  needed. 

EXERCISE    5 

Suppose  that  the  following  are  the  index  letters  on  the  fronts  of 
the  drawers  of  a  card  catalog  case: 

T                                       4  7 

A-Bra                             G-H  P-Sc 

2                                     5  8 

Bre-C                            I-L  Se-Th 

369 

D-F                               M-O  Ti-Z 


52  THE  USE   OF   BOOKS  AND   LIBRARIES 

In  which  drawer  (give  the  number)  would  you  look  for  the  card 
with  each  of  the  following  headings? 

(i)  United  States  —  Government;  (2)  Drainage;  (3)  Washington 
Irving;  (4)  China — Description  and  travel;  (5)  Niagara  Falls;  (6) 
Steel;  (7)  Grand  Canyon  of  the  Colorado;  (8)  Joan  of  Arc;  (9)  Rab 
and  his  friends;  (10)  St.  Nicholas. 

GUIDE    CARDS 

You  have  noticed  many  cards  projecting  above  the  others 
in  the  card  catalog  and  with  certain  letters  on  them.  You  have 
perhaps  already  noticed  that  these  cards  are  arranged  alpha- 
betically and  that  by  their  use  you  can  quickly  find  a  given 
card,  >  just  as  you  can  quickly  find  a  given  word  in  the  dictionary 
by  using  the  guide  words  at  the  tops  of  the  pages.  Such  cards 
are  called  guide  cards.  You  should  learn  to  use  them  skillfully. 

The  teacher  will  give  you  an  exercise  in  the  use  of  guide 
cards. 

GENERAL  EXERCISE  ON  THE  CARD  CATALOG 

Find  answers  to  the  following  questions,  or  to  such  of  them  as 
the  teacher  may  direct  and  to  such  other  questions  as  she  may  propose. 
In  each  case  you  are  to  consult  the  card  catalog  before  going  to  the 
library  books. 

(i)  What  books  does  the  library  contain  written  by  Ralph  Barbour? 
(2)  Find  an  article  on  cotton.  (3)  Which  of  the  following  books  are 
in  the  library:  Bob,  Son  of  Battle;  The  Land  of  the  Long  Night;  Two 
Little  Confederates;  Boy  Life;  Castle  Blair;  Little  Men;  Rebecca  of 
Sunnybrook  Farm;  Manuel  in  Mexico;  Little  Smoke?  (4)  What  does 
the  library  contain  on  slavery?  (5)  Find  in  some  book  an  article 
which  deals  with  the  subject  of  glaciers.  (6)  What  books  in  the  library 
were  written  by  Louisa  May  Alcott?  By  Mary  Mapes  Dodge?  By 
Edward  Eggleston?  (7)  Is  there  anything  in  the  library  written  by 
John  Burroughs  on  the  subject  of  birds?  (8)  Look  up  three  subjects 
in  which  you  are  interested.  (9)  What  is  there  in  the  library  on  the 
history  of  China?  (10)  What  dog  stories  does  the  library  contain? 


XII.    FAIRY  TALES,   FABLES,   AND  FOLKLORE 

REFERENCE 

The  kinds  of  stories  included  in  this  lesson  are  fairy  tales, 
fables,  folklore  stories,  and  legends. 

Fairy  tales  and  fables.  You  can  no  doubt  name  a  number 
of  fairy  tales  that  you  have  read;  also  fables.  Cinderella  is  a 
good  example  of  a  fairy  tale,  and  The  Fox  and  the  Grapes  of  a 
fable.  Name  others. 

Folklore  stories.  Stories  which  have  been  told  by  the  older 
people  to  the  children  for  so  many  generations  that  no  one 
now  knows  by  whom  or  when  they  were  first  told  are  folklore 
stories.  Hans  in  Luck  and  Little  Red  Riding  Hood  are  good 
examples  of  such  stories.  Many  fairy  tales  and  fables  are  folk- 
lore stories. 

Legends.  Rip  Van  Winkle  is  an  example  of  a  legend.  A 
legend  is  a  fanciful  story  of  a  person  or  persons  who  actually 
lived.  The  King  Arthur  stories  are  legends.  In  legends  fact 
and  fancy  are  mixed  to  make  the  story. 

INTRODUCTORY    EXERCISE 

1.  Dictionary.    Which  of  the  following  can  you  find  explained  in 
the  dictionary? 

King  Log;  Rumpelstilzchen ;  Siege  Perilous;  Cinderella;  Peter 
Pan. 

2.  Champlin's  Cyclopedia  of  Literature  and  Art.    Can  you  find 
anything  about  the  following  in  this  encyclopedia? 

King  of  the  Golden  River;  Arabian  Nights;  Aladdin;  Sleeping 
Beauty. 

Can  you  find  anything  about  the  foregoing  in  a  general  encyclopedia? 

53 


54  THE   USE  OF   BOOKS  AND   LIBRARIES 

3.  Shelf  books.     Find  the  books  of  fairy  tales,  folklore,  and  legends 
on  the  shelves.     Look  first  for  the  class  number  which  such  books  are 
given  in  the  table  on  page  44. 

4.  Card    catalog.    See  if  you  can  find  any  references  in  the  card 
catalog  to  the  following  topics: 

Fables;  Folklore;  Folklore  —  England;  Arabian  Nights;  Sleeping 
Beauty. 

PRACTICAL   EXERCISE 

Give  the  source  of  your  information  in  each  instance: 
(i)  Who  were  The  Wise  Men  of  Gotham?  (2)  Who  was  Sir 
Galahad?  (3)  Find  an  account  of  Dick  Whittington  and  His  Cat. 
(4)  Who  was  Uncle  Remus?  (5)  To  what  story  do  we  refer  when  we 
say  that  a  person  is  a  catspaw  for  someone  else?  (6)  Find  the  story 
The  Dog  in  the  Manger;  or,  if  you  cannot  find  the  story  itself,  try  to 
find  an  account  of  the  story.  (7)  Find  in  the  library  the  story  of 
The  Sleeping  Beauty.  (8)  Who  was  Mother  Goose?  (9)  Find  an 
account  of  Hop-o'-my-thumb.  (10)  Find  an  account  of  the  life  of 
Aesop. 

GENERAL    READING 

Some  of  the  stories  listed  under  the  heading  "Fables,  Folk- 
lore Stories,  and  Fairy  Tales"  on  page  165  you  have  no  doubt 
read.  It  will  be  worth  your  while  to  read  some  of  them  a  second 
time.  Select  some  of  the  others  for  reading  as  soon  as  you  can 
find  time  to  do  so.  The  best  stories  for  children  are  good  read- 
ing for  people  of  all  ages. 


XIII.     MYTHOLOGY 

REFERENCE 

What  do  you  know  about  each  of  the  following:  Jupiter; 
Thor;  Hercules;  Hades;  Achilles;  Gitchie  Manito;  Nokomis; 
Asgard;  Neptune?  Consult  the  dictionary  in  regard  to  those 
about  which  you  have  no  knowledge. 

You  will  notice  that  these  names  have  to  do  with  the  beliefs 
of  people  of  long  ago  or  of  primitive  people  now  living.  They 
relate  to  their  ideas  in  regard  to  gods,  the  creation  of  the  world, 
the  life  hereafter,  etc.  Such  beliefs  are  called  myths.  The 
study  of  myths  is  called  mythology. 

Literature  and  writings  of  various  kinds  refer  to  myths 
frequently.  It  is  therefore  of  importance  to  know  where  to 
look  for  information  relating  to  myths. 

Encyclopedias.  As  you  would  expect  from  your  lesson  on 
general  encyclopedias,  they  contain  many  articles  on  myths. 

Is  this  true  of  Champliris  Cyclopedia  of  Persons  and  Places?  Of 
Champlin's  Cyclopedia  of  Literature  and  Art?  If  necessary,  in  answer- 
ing these  questions,  consult  these  special  encyclopedias. 

Dictionary.  As  you  learned  when  you  looked  up  some 
of  the  names  at  the  beginning  of  this  lesson,  the  dictionary  is  a 
good  place  to  look  for  brief  information  on  myths  and  mythology. 

Shelf  books.  What  class  number  is  given  to  books  on 
mythology  in  the  table  of  classification  on  page  44  ? 

Go  to  the  shelves  and  locate  the  books  dealing  with  mythology. 
How  do  the  class  numbers  compare  with  those  in  the  table  in  this  book 
on  page  44? 

History  books  often  give  information  in  mythology.  A 
history  of  Greece,  for  example,  tells  about  the  mythology  of 

55 


56  THE   USE   OF   BOOKS  AND   LIBRARIES 

the  ancient  Greeks;   a  history  of  Rome  discusses  the  mythology 
of  the  ancient  Romans;    etc. 

Card  catalog.  Such  headings  as  the  following  should  be 
kept  in  mind  in  consulting  the  card  catalog  for  references  in 
mythology:  Mythology;  Mythology  —  Greek  and  Roman;  Myth- 
ology—  Norse. 

EXERCISE 

(i)  What  is  meant  by  the  twelve  labors  of  Hercules?  Tell  about 
one  of  the  labors.  (2)  Who  was  Prometheus  and  what  great  service 
is  he  said  to  have  performed?  (3)  Find  the  longest  article  in  the 
library  on  Greek  mythology.  (4)  By  means  of  indexes  in  library 
books  find  accounts  of  two  or  more  of  the  following:  Theseus;  Odin; 
Janus;  Diana;  Argonauts.  (5)  Find  an  article  on  the  mythology  of 
ancient  Egypt.  (6)  "Carrying  the  chairs  on  his  back,  he  looked  like 
a  modern  Briareus."  Explain.  (7)  Find  an  account  of  the  creation 
of  the  world  as  told  in  Norse  mythology.  (8)  "To  find  out  what  will 
happen  to  us  in  the  future  would  be  opening  a  Pandora's  box  of  worries." 
Explain. 

GENERAL    READING 

You  will  find  the  books  listed  under  the  heading  "Myths"  on 
page  164  interesting.  Plan  to  read  some  of  them. 


XIV.  GEOGRAPHY  AND  TRAVEL 

REFERENCE 

It  is  frequently  of  interest  and  sometimes  necessary  to  be 
able  to  find  information  about  cities,  countries,  rivers,  islands, 
mountains,  and  other  geographic  features.  If,  for  example,  one 
reads  about  the  Gallipoli  campaign  in  the  World  War,  and  does 
not  know  what  and  where  Gallipoli  is,  and  does  not  know  how 
to  get  the  information,  he  is  groping  his  way  amid  unfamiliar 
surroundings.  There  are  many  people  blind  in  this  way,  and 
you  do  not  want  to  be  one  of  them.  That  is  a  good  reason  for 
studying  this  lesson. 

Reference  books.  You  have  already  studied  the  principal 
reference  books  which  are  of  use  for  reference  work  in  geography 
and  travel.  Take  a  look  again  at  the  following  lessons: 

The  gazetteer  in  the  dictionary,  page  27. 

The  World  Almanac,  page  35. 

Atlases,  page  33. 

General  encyclopedias,  page  29. 

The  card  catalog,  page  46. 

Look  at  the  following  books  if  you  have  access  to  them  either  in 
the  school  library  or  the  public  library:  Lippincott's  New  Gazetteer; 
Indexed  Atlas  of  the  World;  Century  Atlas;  Baedecker's  Guide  'Books. 
Also  bear  in  mind  that  the  Readers'  Guide  to  Periodical  Literature  is 
of  much  value  for  finding  interesting  articles  on  various  regions  of 
the  world. 

Shelf  books.  Look  at  the  table  of  class  numbers  on  pages 
44-45  and  note  which  of  them  are  used  for  books  on  geography 
and  travel. 

Find  the  books  on  geography  and  travel  on  the  library  shelves. 

57 


58  THE   USE   OF   BOOKS   AND    LIBRARIES 

Look  at  the  6oo's  on  the  shelves  and  see  if  there  are  not  some  books 
there  also  that  contain  geographic  material. 

EXERCISE 

In  looking  up  answers  to  the  questions  below,  use  each  of  the 
geographic  reference  sources  in  your  library  at  least  once;  that  is, 
the  gazetteer  in  the  dictionary,  the  atlas,  the  encyclopedia,  the  World 
Almanac  or  other  yearbook,  the  card  catalog,  the  indexes  in  shelf 
books,  etc. 

(i)  Find  a  brief  account  of  the  island  of  Guam.  (2)  What  and 
where  is  Barbadoes?  (3)  How  long  is  the  Ohio  River?  (4)  Locate 
on  the  map  in  the  atlas  Calhoun  County,  Iowa.  (5)  What  is  the  area 
of  the  county  in  which  you  live?  (6)  Which  state  has  the  largest 
negro  population?  What  is  the  total  population  of  that  state?  (7) 
What  material  is  there  in  the  library  on  the  geography  of  Ireland? 
(8)  How  much  wheat  was  exported  from  the  United  States  in  any  one 
of  the  last  two  or  three  years?  (9)  What  foreign  possessions  has 
Belgium?  (10)  How  far  is  it  in  a  direct  line  from  New  York  City  to 
New  Orleans? 

GENERAL    READING 

Books  of  travel  and  adventure  include  many  of  the  most 
interesting  of  all  books.  You  should  read  some  of  them. 

What  books  of  this  class  have  you  already  read  which  inter- 
ested you?  Read  several  of  the  books  listed  under  "Travel 
and  Adventure"  on  pages  167-168. 


XV.     THE   DICTIONARY:    THIRD   SERIES 

SYNONYMS   DISCUSSED   IN   THE    DICTIONARY 

You  have  of  course  had  some  instruction  in  the  use  of  dif- 
ferent words  with  the  same  or  nearly  the  same  meaning,  such 
as:  house,  dwelling;  journey,  trip,  excursion;  strike,  hit'  feeble, 
weak;  etc.  You  have  learned  that  such  groups  of  words  are 
called  synonyms. 

One  of  the  most  frequent  questions  in  the  use  of  language 
is:  Which  one  of  two  or  more  synonyms  should  be  used  in  the 
expression  of  a  certain  thought?  The  best  reference  source  in 
such  a  case  is  the  dictionary,  especially  the  unabridged  dictionary. 

EXERCISE 

Consult  the  dictionary  in  finding  answers  to  the  following  questions : 
( i )  What  is  the  difference  between  a  brute  and  a  beast?     (2)  Between 
a  business  and  a  trade?     (3)  Between  a  thief  and  a  robber?     (4)  Between 
bright  and  brilliant?     (5)  Between  a  street  and  an  avenue? 

Make  a  list  of  the  synonyms  which  the  dictionary  gives  for  each 
of  the  following  words.  Explain  the  difference  in  meaning  between 
each  word  and  one  of  its  synonyms  and  illustrate  the  difference  by 
means  of  sentences: 

work  (noun) ;  hate  (verb) ;  noble ;  sorrow ;  weep ;  discover ;  empty ; 
honest;  expect;  old. 

SPECIALIZED   USES  OF   WORDS   INDICATED   IN   THE 
DICTIONARY 

Many  words  have  meanings  in  certain  trades,  occupations, 
and  subjects  which  are  quite  different  from  their  usual  mean- 
ings. For  example,  the  word  frog  in  railroading  means  something 

59 


60  THE   USE  OF   BOOKS  AND   LIBRARIES 

quite  different  from  frog,  the  animal ;  and  the  fly  spoken  of  in 
baseball  is  not  at  all  related  to  the  insect  which  we  call  a  fly. 
Usually  the  dictionary  indicates  in  what  occupation  or 
subject  a  word  has  a  specialized  meaning.  This  it  may  do, 
for  example,  by  naming  the  occupation  or  subject  in  italics 
just  preceding  the  specialized  meaning. 

EXERCISE 

(i)  What  does  the  word  horse  mean  in  gymnastics?  (2)  What 
does  bridge  mean  in  dentistry?  (3)  Find  a  specialized  meaning  of 
the  word  bone.  (4)  What  does  hat  mean  in  tanning?  (5)  Mule  in 
spinning?  (6)  Lip  in  music?  (7)  Brilliant  in  printing?  (8)  Rubber 
in  baseball?  In  printing?  (9)  Find  a  specialized  meaning  of  the 
word  key.  (10)  A  specialized  meaning  of  cat. 

THE   DICTIONARY  AS  A   GUIDE   TO   GOOD   ENGLISH 

The  question  will  often  arise  whether  or  not  certain  expres- 
sions are  good  English.  For  example,  is  it  good  English  to 
use  mad  in  the  sense  of  angry?  Is  it  correct  to  say,  "He  worked 
his  neighbor  for  a  loan"?  Such  questions  you  can  answer  by 
consulting  the  dictionary. 

The  following  are  some  terms  used  by  the  dictionary  to  tell 
how  certain  words  and  phrases  depart  from  the  best  usage  in 
English. 

Colloquial.  An  expression  is  colloquial  when  it  can  properly  be 
used  in  ordinary  conversation,  but  not  in  dignified  writing  or  speak- 
ing. For  example,  to  say  a  person  is  mad,  when  we  mean  he  is  angry, 
is  a  colloquial  use  of  the  word  mad. 

Dialect.  An  expression  used  only  in  certain  parts  of  a  country 
or  only  by  uneducated  people  is  called  dialect.  For  example,  the 
expression  right  smart,  when  used  to  mean  considerable  or  large,  is 
dialect  used  in  familiar  talk  in  the  southern  part  of  the  United  States. 
As:  "He  has  a  right  smart  crop  of  hay." 


THE    DICTIONARY:    THIRD   SERIES  6l 

Obsolete.  A  word  which  was  once  in  good  use,  but  which  has 
gone  out  of  use,  is  said  to  be  obsolete.  For  example,  the  word  carl, 
meaning  a  man  of  the  common  people  living  in  the  country,  is  obsolete; 
that  is,  no  longer  in  use. 

A  certain  meaning  of  a  word  may  be  obsolete  while  the  word  with 
respect  to  other  meanings  is  still  good  English.  For  example,  the 
verb  prevent  can  no  longer  be  used  to  mean  to  go  before,  which  use 
at  one  time  was  good  English.  However,  prevent  can  still  be  used  to 
express  the  meaning  with  which  you  are  familiar. 

Archaic.  An  archaic  expression  is  one  which  was  formerly  in  good 
use,  but  which  is  now  considered,  in  a  sense,  old  fashioned.  For 
example,  to  use  the  word  private  to  mean  a  person  who  is  not  holding 
a  public  office  would  be  giving  the  word  an  archaic  meaning. 

Rare.  A  certain  expression  is  rare  if  it  is  now  seldom  used.  For 
example,  the  word  methinks,  as  in  the  sentence:  "When  I  look  into 
the  future  of  our  country,  methinks  there  is  much  to  fear." 

Slang.  You  can  readily  recall  a  number  of  slang  expressions 
which  you  frequently  hear.  Slang  is  an  expression  which  has  not 
been  admitted  into  good  society  among  words.  Among  common  slang 
expressions  now  in  use  are :  Cut  it  out;  Do  you  get  me?  She  is  a  peach 
of  a  singer. 

Vulgar.  A  vulgar  expression  is  one  which  is  used  mainly  by  igno- 
rant people  and  which  is  offensive  to  good  taste.  For  example :  "Well, 
Mister,  what  do  you  say  to  that?"  That  is,  the  use  of  Mister,  without 
the  name  of  the  person  who  is  addressed,  may  be  said  to  be  vulgar. 

Low.     An  expression  is  said  to  be  low  which  is  coarse  or  indecent. 

EXERCISE 

Some  of  the  foregoing  terms  (colloquial,  etc.)  are  abbreviated  in 
the  dictionary.  Turn  to  the  list  of  abbreviations  used  in  the  dictionary 
and  learn  what  these  abbreviations  are. 

Find  out  by  consulting  the  dictionary  whether  or  not  in  the  follow- 
ing sentences  the  expressions  in  italic  are  good  English;  and  if  not, 
whether  they  are  dialect,  slang,  etc.  If  the  word  or  phrase  is  defined 


62  THE   USE    OF   BOOKS   AND    LIBRARIES 

in  the  dictionary  without  being  designated  as  slang  or  some  other 
form  of  expression  not  in  good  use,  it  may  be  considered  good  English. 
If  a  certain  expression  cannot  be  found  in  the  unabridged  dictionary, 
one  will  have  to  use  his  own  judgment  or  the  judgment  of  some  one 
else  in  whom  he  has  confidence  in  determining  whether  or  not  it  is 
good  English. 

(i)  The  man  who  has  a  pull  with  the  boss  has  the  inside  track. 
(2)  Now  that  he  has  been  caught,  he  will  have  to  face  the  music.  (3) 
Certes,  my  friend;  help  yourself.  (4)  That  joke  was  a  drive  at  me. 
(5)  Aroint  thee,  thou  knave!  (6)  The  speaker  hit  the  nail  on  the 
head.  (7)  Stand  not  there  and  gleek  at  me.  (8)  There  came  a  hail 
and  destroyed  the  crops  for  miles  around.  (9)  Is  yonder  building  a 
church?  Yes,  I  reckon  so.  (10)  That  was  a  rattling  good  speech,  (n) 
They  live  from  hand  to  mouth.  (12)  I  had  .better  make  tracks  for 
home.  (13)  Find  out  about  the  English  of  several  expressions  in  regard 
to  which  some  other  member  of  the  class  says  he  is  in  doubt. 

FOREIGN   WORDS  AND   PHRASES   DEFINED   IN   THE 
DICTIONARY 

You  will  often  in  your  reading  come  upon  a  word,  phrase, 
or  short  sentence  from  some  foreign  language.  Many  of  these 
you  can  find  explained  in  the  dictionary.  If  they  are  not  grouped 
together  in  the  appendix,  you  will  find  them  in  the  vocabulary. 
If  the  pages  in  the  body  of  the  dictionary  are  divided  into  an 
upper  and  a  lower  section,  most  of  the  foreign  expressions  will 
be  found  in  the  lower  section.  This  last  is  true  of  Webster's 
New  International  Dictionary.  In  the  New  Standard  Dictionary, 
the  most  frequently  used  foreign  phrases  are  in  the  vocabulary; 
others  are  tabulated  in  the  back  of  the  book. 

EXERCISE 

Consult  the  dictionary  for  the  meaning  of  the  foreign  expressions 
in  the  following  sentences,  which  are  in  italics: 

(i)  In  ante  bellum  days,  slavery  was  the  main  question.  (2)  The 
motto  of  the  class  was,  Labor  omnia  vincit.  (3)  When  Booth  had 


THE    DICTIONARY:    THIRD   SERIES  63 

fired  the  fatal  shot,  he  leaped  onto  the  stage  and  shouted,  "Sic  semper 
tyrannis!"  (4)  The  emperor  Constantine  is  said  to  have  seen  in  the 
sky  a  luminous  cross  with  the  inscription,  "In  hoc  signo  vinces."  (5) 
This  is  strictly  entre  nous.  (6)  The  teacher  is  often  said  to  be  in  loco 
parentis.  (7)  The  motto  of  the  king  was,  " Ich  dien."  (8)  The  gown 
was  hardly  what  one  might  call  a  la  mode.  (9)  His  disagreeable  ways 
have  made  him  persona  non  grata  with  the  society.  (10)  There  were 
many  who  looked  upon  him  as  a  sort  of  enfant  terrible,  (n)  Mens 
sana  in  cor  pore  sano  is  good  doctrine. 

Within  the  time  set  by  your  teacher,  report  on  at  least  three  foreign 
expressions  that  you  have  had  occasion  to  look  up  in  connection  with 
your  reading. 

PARTS  OF   SPEECH   INDICATED   BY  THE   DICTIONARY 

In  the  lesson  on  finding  definitions  of  words  in  the  diction- 
ary, pages  23-25,  you  learned  that  the  definitions  are  frequently 
grouped  under  different  parts  of  speech.  You  then  learned 
that  n.  stands  for  noun,  v.  for  verb,  a.  for  adjective,  adv.  for  adverb, 
etc. 

EXERCISE 

What  part  of  speech  is  each  of  the  words  in  italics  in  the  following 
sentences?  In  each  case  verify  your  answer  by  consulting  the  dic- 
tionary. 

Write  the  words  in  a  column  and  at  the  right  of  each  write  the 
abbreviation  for  the  part  of  speech  and  the  number  of  the  definition 
as  given  in  the  dictionary. 

(i)  It  is  easy  to  contract  a  cold.  (2)  You  look  poorly.  (3)  The 
party  was  a  live  affair.  (4)  Hist!  I  hear  his  stealthy  tread.  (5)  Oh, 
hush  thee,  my  baby!  (6)  Theirs  but  to  do  and  die.  (7)  Get  thee 
hence.  (8)  James  the  First  was  then  king,  hence  they  called  the  settle- 
ment Jamestown.  (9)  He  was  up  and  at  work  ere  sunrise.  (10)  They 
were  disappointed,  yet  they  did  not  lose  hope,  (n)  The  Mississippi 
takes  its  rise  in  Lake  Itasca. 


64  THE   USE   OF   BOOKS  AND   LIBRARIES 

TRANSITIVE  AND   INTRANSITIVE   VERBS   INDICATED   BY 
THE   DICTIONARY 

You  have  already  learned  in  the  language  class  the  dis- 
tinction between  transitive  and  intransitive  verbs.  You  have 
perhaps  noticed  that  in  the  dictionary  the  transitive  and  the 
intransitive  meanings  of  a  verb  are  given  separately.  For 
example,  the  verb  run  has  one  set  of  definitions  under  run,  v.  i., 
and  another  set  under  run,  v.  t.  By  consulting  the  list  of 
abbreviations  used  in  the  dictionary,  you  find  that  v.  2'.  stands 
for  verb,  intransitive,  and  that  v.  t.  means  verb,  transitive. 

EXERCISE 

Write  in  a  column  the  words  in  italics  in  the  following  sentences, 
and  after  each  write  v.  i.  or  v.  t.,  depending  upon  whether  in  your  opinion 
the  verb  is  transitive  or  intransitive.  Then  consult  the  dictionary 
to  determine  in  which  cases,  if  any,  you  made  a  mistake.  At  the  right 
of  each  word  set  down  the  number  of  the  definition  as  given  in  the 
dictionary. 

(i)  He  ran  the  automobile  into  the  ditch.  (2)  Beware  the  day 
when  the  enemy  shall  meet  thee  in  battle  array.  (3)  Don't  jump  at 
conclusions.  (4)  The  aeroplane  dipped  and  then  rose  again.  (5)  In 
times  of  trouble  you  can  count  on  him  as  a  true  friend.  (6)  I  count 
myself  fortunate  to  know  him.  (7)  The  horse  broke  into  a  gallop. 
(8)  To  keep  him  awake,  they  walked  him  back  and  forth.  (9)  He 
spoke  his  mind  freely.  (10)  He  lived  a  life  of  ease. 

PRINCIPAL   PARTS   OF  VERBS   GIVEN   IN   THE   DICTIONARY 

You  have  learned  not  to  make  such  mistakes  as  "He  done 
it";  "The  boy  was  almost  drawnded" \  "I  have  saw  many 
such  men."  That  is,  you  have  had  some  training  in  the  correct 
use  of  the  principal  parts  of  verbs. 

Sometimes,  however,  you  may  be  puzzled  to  know  what  the 
principal  parts  of  some  particular  verb  are.  In  that  case  you 
should  consult  the  dictionary. 


THE   DICTIONARY:    THIRD   SERIES  65 

Bear  in  mind  that  you  will  find  the  principal  parts  only  by 
first  finding  the  form  for  the  present  tense.  For  example,  you 
may  not  find  the  past  tense  sung  by  itself,  but  you  will  find  it 
with  the  present  tense  sing.  This  is  shown  in  the  following  cuts : 1 

Sing  (sing),  f  ?.  ,-  pret.  SANG  (s5ng)  or  BUNO  (sQng) ;  p.  p 
SONG  ;  p.  pr.  <<•  rb.  n.  SINO'INO.  [AS  singrtn.]  1.  To 
utter  vocal  sounds  with  musical  inflections  or  melodious 
modulations.  2.  To  produce  harmonious  or  pleasing  sounds, 
as  a  brook.  3.  To  make  a  small,  shrill  sound  ;  as,  the  air 
si  n  gs  through  a  crevice.  4.  To  hum  ;  ring.  5.  To  relate  or 
celebrate  something  in  poetry.  —  r.  f.  1.  To  utter  with 
musical  inflections  or  modulations.  2.  To  chant ;  intone. 
3.  To  celebrate  in  song  or  in  verse.  4.  To  express  enthu- 
siastically ;  as,  to  sing  one's  praises.  5.  To  dispatch,  force, 
influence,  etc.,  by  or  as  by  song;  as,  to. vmy  a  child  to  sleep. 

Sing  (sing),  v.  i.  ;  pret.  SANG  (s5ng)  or  SUNG  (sung) ;  p.  p. 
SUNG;  p.  pr.  &  vb.  n.  SING'JNG.  [AS.  singnn. ;  akin  to 
D.  zingen,  OS.  &  OHG.  singan,  Q.  singen,  Icel.  syngja, 
8w.  sjungdi  Dan.  synge,  Goth,  siggwan,  and  pern,  to  Gr. 
OH^TI  voice.  Cf.  SINGE,  SONG.]  1.  To  utter  sounds  with 
musical  inflections  or  melodious  modulations  of  voice,  ac- 
cording to  fancy  or  the  notes  of  a  song  or  tune,  or  of  a  given 
part  (as  alto,  tenor,  etc.)  in  a  chorus  or  concerted  piece. 

2.  To  produce  harmonious  sounds,  as  those  made  by  birds, 
brooks,  etc.     "  Singing  birds,  in  silver  cages."      Dryden. 

3.  To  chant ;  intone.     Obs. 

4.  To  be  fitted  for  rendition  in  song ;  to  be  singable. 

§.  To  make  a  small,  shrill  sound ;  as,  the  air  sings  in  pass- 
ing through  a  crevice.  Pope. 

6.  To  be  filled  or  affected  with  a  continued  buzzing;  to  ring'. 

7.  To  tell  or  relate  something  in  numbers  or  verse ;  to 
celebrate  something  in  poetry.  Prior. 
8-  To  cry  out ;  to  complain.     Obs.                         Chaucer. 
to  sing  dumb,  to  be  or  become  silent.    Obs.  —  to  s.  on  the 
•wrong  side  of  one's  mouth,  to  express  the  opposite  feeling  to 
that  then  being  experienced,  esp.  as  a  result  ol  being  out- 
done or  defeated.  —  to  sing  out,  to  call  loudly ;  to  shout.  — 
to  s.  small,  to  adopt  a  humble  tone  or  attitude. 

Sing  (sing),  v.  t.  1.  To  utter  with  musical  inflections  or  mod- 
ulations of  voice.  "  S  ing  your  carol  of  high  praise."  Keble. 

2.  To  chant ;  intone  ;  as,  to  sing  Mass. 

3.  To  celebrate  in  song  or  in  verse  ;  to  relate  in  numbers^ 
verse,  or  poetry.     "  Arms  and  the  man  I  siny."    Dryden~ 

4.  To  express  enthusiastically  ;  as,  to  sing  one's  praises. 

5.  To  dispatch,  force,  influence,  or  the  like,  by  or  as  by 
song ;  as,  to  sing  a  child  to  sleep. 

6.  To  accompany,  or  attend  ou,  with  singing. 

1  heard  them  singing  home  the  bride.     Longfellow. 
to  sing  another  song  or  tune,  to  alter  one's  attitude  or  tone, 
esp.  to  a  humbler  or  less  pretentious  one.  — to  s.  out,  to 
shout  or  call  out.  —  to  s.  sorrow,  to  complain ;  despond. 
Sing,  n.     1.  Act  of  singing;  a  singing,  esp.  in  company; 
a  gathering  for  singing.    Slang  or  Colloq. 
2.  A  small  shrill  sound,  as  that  of  a  bullet  in  flight ;  a  whiz. 

EXERCISE 

If  the  form  of  the  verb  in  italics  in  any  of  the  following  sentences 
is  not,  in  your  opinion,  correct,  write  down  what  you  think  the  correct. 

i  The  first  excerpt  is  taken  from  Webster's  Secondary  School  Dictionary,  copyright  1913,  by  G. 
&  C.  Merriam.  The  second  excerpt  is  taken  from  Webster's  New  International  Dictionary,  ropy- 
right  1909,  1913,  by  G.  &  C.  Merriam.  Used  by  permission. 


66  THE   USE   OF   BOOKS  AND   LIBRARIES 

form  is  in  each  case.     Then  consult  the  dictionary  as  to  the  principal 
parts  of  the  verbs  concerned  and  make  the  necessary  corrections. 

(i)  Have  you  learnt  your  lesson?  (2)  The  cattle  have  not  thrived 
in  that  new  pasture.  (3)  The  boy  said  he  had  drawed  pictures  all 
afternoon.  (4)  The  young  merchant  profitted  greatly  by  the  trans- 
action. (5)  He  was  so  excited  that  he  was  nearly  bereft  of  reason. 
(6)  The  maid  moped  the  floor.  (7)  They  beseeched  the  general  to 
spare  their  lives.  (8)  They  eagerly  partook  of  the  food  set  before 
them.  (9)  The  soldiers  had  laid  on  the  bare  ground  for  many  hours. 
(10)  The  boys  came  very  near  loosing  their  way  while  crossing  the 
mountains. 

COMPARISON   OF  ADJECTIVES  AND  ADVERBS   IN  THE 
DICTIONARY 

You  have  learned  in  the  grammar  or  language  class  some- 
thing about  the  comparison  of  adjectives  and  adverbs.  For 
example:  warm,  warmer,  warmest;  quickly,  more  quickly,  most 
quickly;  etc.  You  have  learned  that  the  comparison  of  some 
adjectives  and  adverbs  does  not  follow  the  rules  illustrated  by 
the  foregoing  examples;  as,  for  example,  good,  better,  best.  Such 
comparisons  are  called  irregular.  Whenever  you  are  in  doubt 
about  the  comparison  of  a  word,  consult  the  dictionary,  for  it 
gives  all  irregular  comparisons. 

EXERCISE 

Write  down  the  comparisons  of  the  following  words,  and  then 
consult  the  dictionary  to  see  if  you  are  right  in  each  case : 

old;  well  (adjective);  ill;  bad;  true;  sick;  little;  shy;  cruel; 
costly. 

ARBITRARY  SIGNS  EXPLAINED   IN   THE   DICTIONARY 
You  are  already  acquainted  with   a  number  of  arbitrary 
signs  used  in  writing.     For  example,   the  mathematical  signs 
-h,  — ,  X,  %.     Think  of  some  other  arbitrary  signs  that  you 
know. 


THE    DICTIONARY:    THIRD   SERIES  67 

Arbitrary  signs  are  interpreted  in  a  table  in  the  back  part 
of  most  dictionaries.  If  you  do  not  find  them  there,  you  will 
find  them  scattered  through  the  dictionary  under  such  words 
as  mathematics,  printing,  etc.  That  is,  in  such  dictionaries  you 
will  find  the  mathematical  signs  under  the  word  mathematics, 
the  signs  used  in  botany  under  botany,  etc. 

EXERCISE 

Find  and  explain  the  meanings  of  the  following  signs  as  given  in 
the  dictionary: 

(i)  @;   (2)  %;   (3)  •    •    •    •;   (4)  K  (English  money) ;   (5)  TT;  (6) 
0  (for  example,  4°);   (7)  '  (for  example,  40');   (8)  J) ;   (9)  R;   (10)  #. 


XVI.     SCIENCE   AND   NATURE 

REFERENCE 

Among  the  subjects  about  which  you  will  at  times  need  to 
consult  reference  books  are  the  following:  sun,  moon,  stars, 
electricity,  heat,  light,  magnets,  gases,  liquids,  chemicals,  rocks, 
minerals,  weather,  plants,  animals,  birds,  and  the  like. 

Such  subjects  belong  to  the  study  of  science  and  nature. 
Only  as  man  has  increased  his  knowledge  of  science  and  nature 
has  it  been  possible  for  mankind  to  travel  the  road  from  savagery 
to  civilization.  Learning  to  do  reference  work  in  this  subject, 
therefore,  is  of  much  importance. 

Reference  books.  Before  reading  the  next  paragraph,  think' 
of  a  number  of  reference  books  which  you  have  already  studied 
which  contain  information  on  science  and  nature. 

Not  only  general  encyclopedias,  but  also  some  of  the  Cham- 
plin  encyclopedias,  are  very  useful  in  this  kind  of  reference 
work.  Which  of  the  latter  contain  material  on  nature  and 
science  ? 

The  dictionary  can  also  be  drawn  upon  at  times,  owing  to 
the  fact  that  it  defines  many  scientific  terms.  Often,  too,  the 
definition  is  accompanied  by  a  pictorial  illustration. 

If  there  is  a  separate  group  of  reference  books  in  the  library, 
you  will  find  some  reference  books  on  science  among  the  books 
with  what  class  numbers  in  that  group  ?  See  the  table  of  classi- 
fication on  pages  44-45. 

Shelf  books.  Look  for  the  books  on  science  among  the 
books  on  the  shelves  where  most  of  the  books  of  the  library 
are  located.  Use  the  table  of  classification  on  page  44  to  help 
you  in  finding  on  the  shelves  the  books  on  electricity,  chemistry, 

68 


SCIENCE   AND    NATURE  69 

botany,  etc.     Then  by  using  the  indexes  in  the  books  you  can 
often  find  the  information  for  which  you  are  looking. 

Card  catalog.  Bear  in  mind  that  if  you  do  not  find  what 
you  want  in  the  card  catalog  under  a  specific  heading,  such 
as  moon,  for  example,  you  may  find  it  under  the  general  heading 
astronomy.  However,  the  specific  heading  should  be  looked 
for  first. 

Magazines.  The  latest  discoveries  in  science  are  discussed 
in  a  number  of  magazines.  Such  articles  can  be  found  by 
reference  to  the  Readers'  Guide  to  Periodical  Literature. 

EXERCISE 

In  finding  answers  to  the  questions  in  this  exercise,  use  different 
ones  of  the  foregoing  reference  sources.  Make  up  your  mind,  before 
looking,  in  which  source  you  are  most  likely  to  find  the  information. 
It  may  be  necessary  to  look  in  several  sources  before  you  find  what 
you  are  looking  for. 

(i)  What  is  a  planet?  (2)  What  is  a  morel?  (3)  How  far  is  it 
from  the  earth  to  the  moon?  (4)  What  does  the  library  contain  on 
the  subject  of  eclipses?  (5)  Name  the  three  hardest  minerals.  (6) 
How  was  coal  formed?  (7)  Find  an  account  of  the  life  history  of  the 
mosquito.  (8)  What  books  are  there  in  the  library  on  the  subject  of 
birds?  (9)  What  is  hematite?  (10)  Find  an  interesting  account  of 
the  bison  (American  buffalo),  (n)  What  is  the  difference  between  a 
worm  and  a  larva?  (12)  What  does  the  library  contain  on  the  sub- 
ject of  the  fly? 

GENERAL   READING 

On  pages  165-166  are  listed  some  interesting  science  and 
nature  books,  including  animal  stories.  You  have  probably 
read  a  number  of  them.  Look  over  the  others  that  are  in  the 
library  and  select  one  or  more  that  you  will  want  to  read  when 
you  can  find  time  to  do  so. 


XVII.     USEFUL  ARTS 

REFERENCE 

By  the  term  useful  arts  is  here  meant  such  subjects  as:  (i) 
industries  and  inventions ;  (2)  health  and  sanitation ;  (3)  engineer- 
ing; (4)  agriculture;  (5)  domestic  science;  (6)  business  methods; 
(7)  construction  and  building.  You  will  get  further  information 
as  to  what  is  included  in  useful  arts  by  looking  at  the  questions 
on  page  71.  In  general,  we  may  say  that  useful  arts  include  the 
practical  affairs  of  life.  Very  frequently  information  is  wanted 
on  such  matters,  and  this  lesson  is  planned  to  help  you  find  it. 

Reference  books.  You  have  already  studied  a  number  of 
reference  books  which  contain  information  on  the  useful  arts. 
Name  some  of  them. 

Encyclopedias.  General  encyclopedias  contain  much  material 
on  the  useful  arts.  Select  one  or  more  questions  in  the  exercise 
on  page  7 1  which  you  would  look  up  in  a  general  encyclopedia. 

Which  of  Champlin's  cyclopedias  contains  most  information 
on  the  useful  arts?  Perhaps  you  can  find  some  special  ency- 
clopedias on  the  useful  arts  among  the  reference  books.  Look 
among  the  6oo's  on  the  reference  shelves.  You  may  find  a 
book  of  recipes,  for  example. 

Yearbooks.  Yearbooks  give  current  information  on  the 
useful  arts.  What  yearbook  have  you  studied  ?  Find  in  a  year- 
book one  piece  of  information  relating  to  useful  arts. 

Dictionary.  Definitions  of  terms  used  in  useful  arts  will  of 
course  be  found  in  the  dictionary;  often  these  definitions  are 
accompanied  by  pictorial  illustrations.  For  example,  the  terms 
used  in  carpentry  and  other  trades  are  defined  and  often 

illustrated. 

70 


USEFUL  ARTS  71 

Shelf  books.  Look  among  the  shelf  books  for  those  that 
deal  with  the  useful  arts.  You  will  find  them  by  means  of  the 
class  numbers  on  pages  44-45, 

Public  documents.  The  United  States  government  issues 
many  bulletins  containing  information  on  health,  agriculture, 
cooking,  canning,  and  other  subjects  classed  with  the  useful 
arts.  Your  own  state  probably  does  the  same.  Look  over  the 
lesson  on  public  documents  on  pages  128-133. 

Card  catalog.  Select  two  or  more  questions  in  the  exercise 
below  which  you  would  look  up  in  the  card  catalog. 

Periodicals.  Nearly  every  occupation  has  its  monthly  or 
weekly  magazine  or  journal  which  gives  much  information 
about  matters  related  thereto.  Among  these  are  farmers' 
journals,  housekeeping  magazines,  etc. 

If  you  have  learned  how  to  use  the  Readers'  Guide  to  Peri- 
odical Literature,  that  will  be  of  use  at  times  for  finding  infor- 
mation relating  to  the  useful  arts. 

There  are  a  number  of  indexes  to  special  periodicals,  such  as 
the  Agricultural  Index,  which  indexes  material  on  agriculture. 

EXERCISE 

(i)  Find  several  short  articles  on  tuberculosis.  (2)  How  many 
patents  were  issued  by  the  United  States  last  year?  (3)  Which  farmers' 
bulletins  issued  by  the  United  States  Department  of  Agriculture  would 
be  of  value  to  the  bee  keeper?  (4)  Find  an  article  on  how  to  treat 
burns.  (5)  How  many  people  in  the  United  States  are  employed  in 
mining?  (6)  Find  an  account  of 'the  invention  of  the  sewing  machine. 

(7)  What  was  the  value  of  the  gold  mined  in  the  world  last  year? 

(8)  Find  one  or  more  articles  on  some  trade  or  other  occupation  in  which 
you  are  particularly  interested.     (9)  Find  a  recipe  for  making  paste. 
(10)  Find  an  article  on  reenforced  concrete. 

GENERAL   READING 

Examine  some  of  the  books  listed  under  "Useful  Arts"  on 
page  1 66  and  select  one  or  more  for  your  own  general  reading. 


XVIII.     FINE   ARTS 

REFERENCE 

When  the  expression  fine  arts  is  used,  we  usually  think 
of  painting  and  sculpture.  As  here  used,  fine  arts  includes 
these,  and,  in  addition,  music,  architecture,  photography,  and  games 
and  sports.  We  are  now  to  learn  something  about  how  to  find 
information  on  these  subjects. 

Reference  books.  Before  reading  the  next  paragraph,  think 
of  reference  books  already  studied  in  which  you  would  find 
information  on  the  above-named  subjects. 

You  will  perhaps  have  recalled  the  (i)  dictionary;  (2)  ency- 
clopedia; (3)  World  Almanac  (or  other  yearbook) ;  (4)  Champlin' s 
Cyclopedia  of  Literature  and  Art. 

If  you  have  access  to  a  library  having  a  considerable  number 
of  reference  books  grouped  by  themselves,  look  among  the  yoo's 
for  special  reference  works  on  art;  for  example,  Cyclopedia  oj 
Painters  and  Painting,  by  Champlin  and  Perkins;  Cyclopedia  oj 
Music  and  Musicians,  by  Champlin  and  Ap thorp. 

Shelf  books.  Look  at  the  class  numbers  for  fine  arts  books 
on  page  44.  Keeping  these  in  mind,  go  to  the  library  shelves  and 
locate  the  art  books.  See  if  you  can  find  books  on  the  various 
kind  of  "Fine  Arts,"  as  enumerated  above. 

Card  catalog.  In  looking  for  material  by  means  of  the 
card  catalog,  make  use  of  artists'  names  and  such  headings  as 
Architecture,  Artists,  Painters,  Songs,  Amusements,  Baseball, 
Sculpture,  Photography,  etc. 

Other  sources.  If  the  library  has  a  picture  collection,  repro- 
ductions of  works  of  art  are  likely  to  be  part  of  the  material 
filed. 

72 


FINE  ARTS  73 

Magazines  contain  articles  on  art  subjects,  often  beautifully 
illustrated.  The  magazine  indexes  make  these  available  for 
reference. 

EXERCISE 

(i)  Find  a  picture  and  a  description  of  the  Laocoon  group  (sculp- 
ture). (2)  What  are  some  of  the  prominent  features  of  Greek  archi- 
tecture? (3)  What  is  the  best  trotting  record  to  date  and  by  what 
horse  was  it  made?  (4)  Find  and  read  a  brief  account  of  the  Church 
of  St.  Sophia.  (5)  Name  a  famous  painting  by  Murillo.  If  possible, 
find  a  reprint  of  it.  (6)  What  is  the  best  record  made  in  the  hundred- 
yard  dash?  By  whom  and  when  was  it  made?  (7)  Find  an  account 
and  a  reprint  of  the  painting  known  as  The  Transfiguration.  (8)  Find 
an  account  of  the  opera  Lohengrin.  (9)  Read  an  account  of  the  origin 
of  the  song  The  Star-Spangled  Banner.  (10)  Find  a  book  describing 
how  to  play  games,  (n)  Find  an  article  or  a  book  on  camping. 

GENERAL    READING 

Select  and  read  one  or  more  of  the  books  listed  under  "Fine 
Arts"  on  page  166.  Perhaps  you  can  find  other  books  on  the 
library  shelves  that  you  would  prefer  to  read.  If  so,  read  some 
of  them  instead. 


XIX.     BIOGRAPHY 

REFERENCE 

We  frequently  want  information  relating  to  noted  men  and 
women.  You  will  readily  recall  some  lessons  which  you  have 
already  had  on  reference  sources  which  give  biographical  infor- 
mation. Look  over  some  of  those  lessons  again. 

Reference  books.  The  following  reference  books  will  be 
useful : 

Encyclopedias.     See  page  29. 

Dictionary.     See  page  27. 

Champlin's  Cyclopedia  of  Persons  and  Places. 

Congressional  Directory.  This  contains  biographical  sketches 
of  representatives,  senators,  and  government  officials.  See  page 
131- 

State  manuals.  If  your  state  issues,  at  more  or  less  regular 
intervals,  a  book  in  which  various  state  matters  are  given  atten- 
tion, you  are  likely  to  find  therein  short  biographical  sketches 
of  the  members  of  the  legislature  and  of  state  officials.  For 
further  information  relating  to  state  manuals,  see  page  132. 

Magazine  indexes.  Some  of  the  best  biographical  sketches, 
especially  of  people  now  living,  are  to  be  found  in  the  magazines. 
The  best  way  to  locate  such  accounts  of  the  lives  of  noted  persons 
is  by  consulting  the  Readers'  Guide  to  Periodical  Literature,  which 
indexes  the  leading  magazines  each  month.  Most  public -libra- 
ries have  this  important  reference  source  and  the  magazines 
that  it  indexes.  A  lesson  on  its  use  is  given  on  pages  104-109. 

Who's  Who  in  America.  This  publication  lists  and  gives 
short  accounts  of  many  thousand  living  Americans.  A  new 

74 


BIOGRAPHY  75 

edition  is  issued  every  two  years.  It  is  to  be  hoped  that  your 
school  has  the  latest  edition,  or  at  least  that  you  have  access 
to  a  copy  in  the  public  library. 

Who's  Who.  A  work  much  like  Who's  Who  in  America  is 
one  entitled  Who's  Who.  This  gives  sketches  mainly  of  English- 
men, but  also,  to  an  extent,  of  other  noted  persons  throughout 
the  world.  It  is  issued  annually  and  will  be  found  in  most 
public  libraries. 

Century  Cyclopedia  of  Names.  If  you  have  access  to  this 
valuable  reference  book,  be  sure  to  make  use  of  it  for  biographical 
reference  material. 

Other  biographical  reference  books.  Among  the  biographical 
reference  books  which  you  are  likely  to  find  in  public  libraries 
and  large  school  libraries  the  following  are  among  the  most 
common:  Appleton's  Cyclopedia  of  American  Biography;  Bryan's 
Dictionary  of  Painters  and  Engravers;  Champlin's  Cyclopedia  of 
Painters  and  Painting;  Lippincott's  Pronouncing  Biographical 
Dictionary;  Dictionary  of  National  Biography  —  Index  and 
Epitome.  If  you  have  access  to  a  public  library,  see  which  of 
these  you  can  locate. 

Shelf  books.  In  the  table  of  classification  on  page  45, 
you  will  find  that  920  represents  Collective  biography  and  921 
Individual  biography.  Collective  biography  includes  those 
books  that  contain  the  biographies  of  more  than  one  person  in 
one  book;  individual  biography,  those  books  which  contain  the 
biography  of  only  one  person  in  one  book. 

Go  to  the  shelves  and  make  a  list  of  six  books  of  collective  biog- 
raphy and  of  six  books  of  individual  biography. 

Histories.  In  a  history  of  any  country  you  are  very  likely 
to  find  short  accounts  of  its  most  famous  men  and  women. 
Histories  of  literature  give  information  about  authors.  These 
accounts  you  can  readily  find  by  means  of  the  index. 


76  THE   USE   OF   BOOKS   AND    LIBRARIES 

Find  an  account  of  each  of  the  following  in  some  history  book  or 
history  of  literature  on  the  library  shelves: 

Benjamin  Franklin;  Columbus;  Cromwell;  Napoleon  Bonaparte; 
Julius  Caesar;  Longfellow;  Shakespeare. 

Card  catalog.  In  looking  up  material  on  the  life  of  some 
one  by  means  of  the  card  catalog,  we  must  first  look  for  the 
surname,  since  the  arrangement  is  by  surnames,  as  was  learned 
in  the  case  of  the  encyclopedia.  Names  of  kings  and  emperors, 
however,  are  arranged  alphabetically  by  their  forenames;  for 
example,  Henry  IV,  king  of  England. 

Such  headings  as  Inventors,  Statesmen,  etc.,  are  of  use  in  find- 
ing biographical  material  through  the  use  of  the  card  catalog. 
If  you  cannot  find  a  person's  name  as  a  heading  and  you  know 
that  he  is  an  inventor,  then  you  may  find  something  about  him 
by  looking  under  the  heading  Inventors. 

EXERCISE 

Use  as  many  of  the  above-named  reference  sources  as  you  have 
at  hand  in  finding  the  information  asked  for  in  the  following  exercise. 
In  each  case  be  ready  to  give  the  source  of  your  information. 

(i)  At  what  age  did  Grover  Cleveland  die?  (2)  In  what  books 
and  on  what  pages  in  those  books  is  there  material  in  your  library 
on  Porfirio  Diaz?  (3)  In  what  book  in  the  library  is  there  the  most 
complete  account  of  the  life  of  Robert  Fulton?  (4)  When  is  James 
Whitcomb  Riley's  birthday?  (5)  Name  ten  leading  American  inven- 
tors of  the  last  one  hundred  years,  and  name  one  principal  invention 
of  each.  (6)  Who  was  the  Swedish  Nightingale?  (7)  Find  and  read 
a  short  account  of  the  present  Speaker  of  the  House  of  Representatives 
of  the  United  States.  (8)  What  does  the  library  contain  on  the  life 
of  the  Vice-President  of  the  United  States?  (9)  Find  an  account  of 
the  life  of  some  writer  of  fiction  whose  books  you  like  to  read.  (10) 
What  does  the  library  contain  on  the  life  of  the  governor  of  your  state  ? 
(n)  Make  out  a  list  of  magazine  articles  on  General  Pershing.  (12) 
Who  is  Chief  Justice  of  the  Supreme  Court  of  your  state?  (13)  Find 


BIOGRAPHY  77 

an  account  of  the  life  of  the  Chief  Justice  of  the  Supreme  Court  of  the 
United  States.  (14)  What  does  the  library  contain  on  the  life  of 
Joan  of  Arc?  (15)  When  and  where  was  Daniel  Webster  born? 

GENERAL   READING 

We  are  all  interested  in  the  lives  of  great  men  and  women 
when  they  are  well  told ;  and  there  is  much  to  be  gained  by  such 
reading.  We  are  inspired  by  their  examples  to  put  forth  our 
best  efforts,  we  learn  what  the  elements  of  true  success  are,  and 
we  get  valuable  ideas  as  to  how  success  may  be  attained.  Above 
all,  we  learn  that  the  highest  success  is  that  which  enables  us 
most  to  help  our  fellow  man.  The  books  of  biography  which 
will  help  us  most  are  fortunately  those  which  as  a  rule  are  the 
most  interesting  to  read. 

What  books  of  biography  have  you  read  ?  Which  of  these  interested 
you  the  most? 

On  pages  168-170  is  listed  a  number  of  interesting  biographies. 
Plan  to  read  several  of  these  that  you  have  not  already  read. 

In  the  case  of  a  book  containing  several  lives,  select  and  read  only 
those  lives  which  especially  interest  you. 


XX.     HISTORY 

REFERENCE 

You  have  already  learned  the  use  of  a  number  of  history 
reference  sources.  We  will  not  include  among  these  your  text- 
book in  history,  because  textbooks  do  not  usually  make  good 
reference  books. 

Reference  books.  The  following  kinds  of  reference  books 
will  be  of  value: 

Encyclopedias.  General  encyclopedias  give  accounts  of  the 
principal  historical  events,  such  as  the  Battle  of  Gettysburg,  for 
example.  In  the  article  describing  any  country,  there  is  usually 
an  account  of  the  leading  historical  events  of  the  country. 

EXERCISE    I 

Consult  the  encyclopedia  in  finding  information  on  five  or  more 
of  the  following  topics: 

(i)  Boer  War;  (2)  history  of  Brazil;  '3)  Aguinaldo;  (4)  fugitive 
slave  law;  (5)  history  of  your  own  state;  (6)  Gadsden  purchase; 
(7)  Daniel  Webster's  stand  on  slavery;  (8)  Jacobites;  (9)  Black  Hole 
of  Calcutta;  (10)  Reign  of  Terror. 

Yearbooks.  For  events  that  have  taken  place  within  the 
past  few  years,  a  good  yearbook  is  valuable  for  reference.  If 
one  knows  in  what  year  the  event  took  place,  then  the  yearbook 
for  that  year  may  with  profit  be  consulted.  Among  the  year- 
books that  will  prove  serviceable  for  this  purpose,  the  New 
International.  Year  Book,  and  the  World  Almanac  may  be 
mentioned. 

Find  accounts  of  two  or  three  leading  recent  events  in  some  year- 
book. 

78 


HISTORY  79 

Atlases.  For  the  location  of  places  where  historic  events 
took  place  the  historical  atlas  is  best.  If  the  historical  atlas 
needed  is  not  at  hand,  use  a  geographical  atlas,  or  maps  in  history 
books,  geographies,  and  encyclopedias. 

Dictionary.  The  dictionary  gives  brief  historical  information 
which  has  to  do  with  words  which  were  introduced  into  the 
language  because  of  some  historic  event.  You  will  understand 
what  this  means  if  you  will  find  the  definitions  of  the  words 
loco  jo  co  and  mugwump. 

Other  reference  books.  If  you  have  access  to  a  good-sized 
high-school  or  public  library,  see  if  it  does  not  contain  Larned's 
History  for  Ready  Reference.  If  so,  learn  how  to  use  it  for  his- 
tory reference.  •  Harper's  Dictionary  of  Classical  Literature  and 
Antiquities  is  a  standard  history  reference  source  for  the  history 
of  Greece  and  of  Rome  especially. 

Shelf  books.  Look  at  the  table  of  classification  on  page  45 
and  find  the  class  numbers  for  history  books.  Then  go  to  the 
library  shelves  and  locate  the  history  books.  Note  that  the 
history  books  are  arranged  by  countries  and  times. 

See  if  you  can  find  on  the  shelves  a  history  source  book. 
By  this  is  meant  a  book  which  gives  historical  information  by 
quoting  the  writings  or  speeches  made  at  or  near  the  time  of 
the  events  described.  Among  well-known  history  source  books 
found  on  school  library  shelves  are :  Hart's  Source  Book  of  Ameri- 
can History;  Hart  and  Hill's  Camps  and  Firesides  of  the  Revo- 
lution; Hart  and  Bliss's  How  Our  Grandfathers  Lived. 

Biography.  Lives  of  historical  characters,  such  as  Franklin, 
Jefferson,  Washington,  and  Lincoln,  contain  much  historical 
information.  The  information  in  such  books  on  any  particular 
topic  can  usually  be  found  by  means  of  the  index. 

About  what  historic  event  would  you  find  information  in  a  biography 
of  Lincoln  ?  Of  Washington  ?  Of  McKinley  ?  Of  Theodore  Roosevelt  ? 

7 


So  THE   USE   OF   BOOKS   AND   LIBRARIES 

EXERCISE    2 

Card  catalog.  The  method  of  using  the  card  catalog  has 
been  described  on  pages  46-52. 

By  means  of  the  card  catalog,  find  in  the  library  one  reference 
for  several  of  the  following  topics: 

Bacon's  Rebellion;  Battle  of  Bunker  Hill;  Declaration  of  Inde- 
pendence; Battle  of  Gettysburg;  Crusades;  Underground  railroad; 
Feudalism;  Middle  Ages;  Puritans;  Black  Death;  Crimean  War; 
French  Revolution;  Magna  Charta. 

Usually  American  history  is  given  the  following  principal 
headings  in  card  catalogs: 

U.  S.  — History 

U.  S.  —  History  —  Colonial  period 

U.  S.  —  History  —  Revolution 

U.  S. — History — War  of  1812 

U.  S.  —  History — War  with  Mexico 

U.  S.  — History— Civil  War 

These  headings  are  arranged  in  the  card  catalog  as  above 
given;  that  is,  according  to  date  and  not  alphabetically.  The 
first  heading,  U.  S. — History,  is  used  when  more  than  one  period 
of  our  history  is  referred  to. 

In  looking  for  material  on  the  history  of  other  nations,  look 
for  the  name  of  the  country  followed  by  a  dash  and  the  word 
History;  such  as,  France- — History;  England — -History;  Italy  — 
History.  For  the  leading  countries,  these  are  again  subdivided 
much  as  for  U.  S. — History.  When  you  have  been  directed  by 
the  card  catalog  to  a  book,  use  the  index  in  the  book  when 
necessary. 

EXERCISK  ^ 

Bearing  the  above  in  mind,  find  material  in  the  library,  by  means 
of  the  card  catalog,  on  several  of  the  following  subjects: 

Civil  War;  American  Revolution;  War  of  1812;  history  of  Russia; 
Battle  of  Lookout  Mountain  (in  the  Civil  War);  history  of  China; 


HISTORY  8 1 

Battle  of  Brandywine  (in  the  American  Revolution) ;  history  of  ancient 
Greece;    plebeians  (Roman  history);   history  of  Denmark. 

Pamphlets  and  clippings.  Every  library  should  have  a 
system  for  filing  pamphlets  and  clippings.  If  your  library- has 
such  a  system,  see  if  you  can  find  some  accounts  of  recent  events 
filed  therein. 

Magazines.  For  recent  history  often  the  best  source  of 
information  is  magazines.  If  you  have  access  to  a  library  that 
has  bound  magazines  and  the  index  to  magazines  known  as 
the  Readers'  Guide  to  Periodical  Literature,  make  frequent  use 
of  it.  The  same  is  true  of  Poolers  Index  for  events  during  the 
nineteenth  century.  See  page  104  and  page  109. 

GENERAL    EXERCISE    IN    HISTORY    REFERENCE 

If  possible,  use  each  of  the  above  reference  sources  in  preparing 
to  recite  on  the  following  exercise.  Omit  such  of  the  exercises  as 
the  teacher  may  direct. 

(i)  Find  accounts  of  three  leading  events  of  year  before  last.  (2) 
Find  an  account  of  the  "Tweed  Ring."  (3)  A  short  account  of  the 
Bastille.  (4)  Make  a  list  of  all  accounts  which  you  can  find  in  the 
library  on  Lincoln's  Emancipation  Proclamation.  (5)  Find,  by  means 
of  the  card  catalog,  a  reference 'to  the  Mexican  War.  Read  at  least 
part  of  the  account.  (6)  If  you  have  access  to  bound  magazines  and 
to  the  Readers'  Guide  to  Periodical  Literature,  find  a  magazine  article 
on  the  Battle  of  Chateau-Thierry.  (7)  Find  a  pamphlet  on  the  causes 
of  the  World  War.  (8)  Locate  on  a  map  the  place  where  the  Battle 
of  Waterloo  was  fought.  (9)  Locate  on  a  map  the  territory  conquered 
by  Alexander  the  Great.  (10)  When  and  by  whom  was  Australia 
discovered ?  (i i)  Go  to  the  shelves  and  locate  the  histories  of  England. 
(12)  Who  was  president  of  the  United  States  when  Queen  Victoria 
came  to  the  throne?  (13)  Who  was  then  the  emperor  of  Russia? 
(14)  Find  in  some  biography  an  account  of  the  Battle  of  Shiloh.  (15) 
Find  an  account  of  the  Opium  War.  (16)  When  and  how  was  slavery 
abolished  in  Brazil?  (17)  Find  an  account  of  the  mugwumps  in  a 


82  THE   USE   OF   BOOKS   AND    LIBRARIES 

certain  presidential  election.  (18)  Find  an  account  of  the  building 
of  the  Panama  Canal.  (19)  What  great  war  began  in  1618?  (20)  Who 
was  the  Black  Prince? 

GENERAL    READING 

In  order  to  live  over  again  in  imagination  past  events,  we 
need  to  read  books  that  are  more  interesting  in  style  than  text- 
books or  ordinary  reference  works.  Interesting  accounts  of 
events,  biographies,  poems,  and  novels  dealing  with  historical 
events  are  of  value  in  making  real  to  us  how  the  people  of  the 
past  lived,  thought,  and  felt. 

Plan  to  read  several  of  the  books  listed  under  "  History" 
on  pages  170-171  that  you  have  not  already  read. 


XXL     DAILY   NEWSPAPERS 

You  have  already  done  considerable  reading  of  newspapers 
and  you  will  no  doubt  continue  to  read  them  throughout  life. 
What  is  true  of  you  in  this  respect  is  true  of  all  other  pupils  in 
the  schools  of  the  land.  People  in  general  are  probably  influ- 
enced more  by  newspapers  than  by  any  other  agency,  so  far  as 
their  opinions  on  public  questions  are  concerned.  It  is  there- 
fore of  great  importance  that  everyone  should  learn  to  read 
newspapers  in  such  a  way  as  to  get  at  the  truth  as  nearly  as 
possible,  and  so  be  able  to  come  to  right  conclusions  on  public 
questions.  These  lessons  on  the  daily  newspaper  are  intended, 
among  other  things,  to  help  you  do  this. 


CONTENTS    OF    THE    DAILY    NEWSPAPER 

The  main  contents  of  a  daily  newspaper  are  of  course  the 
news  -items.  However,  every  issue  includes  also  many  other 
kinds  of  contents,  such  as  advertisements,  market  reports,  etc. 
Before  reading  further  in  this  lesson,  think  of  as  many  kinds 

83 


84  THE   USE   OF   BOOKS   AND   LIBRARIES 

of  contents  as  you  can.  Look  over  some  daily  newspaper  for 
the  purpose.  Now  compare  your  list  with  the  following  list  of 
contents : 

(i)  News;  (2)  editorials;  (3)  information  about  the  paper  itself 
(subscription  price,  etc.);  (4)  advertisements;  (5)  special  articles  on 
science,  geography,  history,  biography,  religion,  education,  etc.;  (6) 
practical  information  on  health,  care  of  children,  cooking,  cleaning, 
gardening,  poultry,  business,  etc.;  (7)  church  and  lodge  notices; 
(8)  market  reports;  (9)  criticisms  of  plays,  concerts,  etc.;  (10)  book 
reviews;  (u)  interviews;  (12)  poetry;  (13)  prose  literature,  such  as 
essays,  orations,  etc.;  (14)  fiction;  (15)  obituaries;  (16)  wit  and 
humor;  (17)  illustrations,  including  cartoons  and  comics;  (18)  contri- 
butions from  subscribers  and  readers,  in  the  form  of  letters  usually; 
(19)  weather  predictions;  (20)  legal  notices. 

EXERCISE    I 

Take  some  daily  paper  and  write  across  each  item  with  what  kind 
of  contents  it  may  be  classed.  The  above  list  will  help  you,  but  it 
iv,  not  a  complete  list.  Your  teacher  will  explain  such  of  the  terms  in 
the  list  as  you  do  not  understand. 

KINDS    OF    NEWS    BY    SUBJECT 

There  are  of  course  many  kinds  of  news  in  a  single  issue  of 
a  large  daily  newspaper.  A  glance  at  the  incomplete  list  given 
below  reveals  this  fact,  of  which  you  are  no  doubt  aware  from 
your  own  reading  of  newspapers: 

(i)  Political  news ;  (2)  war  news;  (3)  religious  news ;  (4)  educational 
news;  (5)  police  news  and  crime,  court  news;  (6)  military  and  naval 
news;  (7)  labor  news;  (8)  industrial  news  (factories);  (9)  inventions 
and  discoveries;  (10)  health  and  medical  news;  (n)  commercial  news; 
(12)  railroad  news;  (13)  shipping  news;  (14)  society  news;  (15) 
weather  news;  (i 6)  sporting  news;  (17)  building  news;  (i 8)  accidents 
and  disasters;  (19)  births  and  deaths;  (20)  travel;  (21)  parks;  (22) 
financial  news;  (23)  charity;  (24)  agricultural  news;  (25)  legislative 
news;  (26)  real  estate  news;  etc. 


DAILY    NEWSPAPERS  85 

EXERCISE    2 

Look  over  a  daily  newspaper  and  write  across  each  news  item  the 
kind  of  news  which  you  think  it  is,  using  the  foregoing  list  for  sug- 
gestions. Bring  the  newspaper  thus  marked  to  class  with  you  and 
compare  your  markings  with  those  of  the  rest  of  the  class,  who  should 
have  other  copies  of  the  same  paper  to  mark. 

See  if  you  cannot  find  certain  kinds  of  news  placed  together,  such 
as  society  news,  for  example.  Such  news  is  called  classified  news. 
News  arranged  without  regard  to  subject  is  called  general  news.  Find 
the  pages  in  the  daily  newspaper  marked  for  this  exercise  that  contain 
general  news. 

KINDS    OF    NEWS    BY    LOCALITY 

In  addition  to  classifying  news  by  subject,  we  may  classify 
it  by  the  locality  or  place.  This  gives  us  the  following  kinds: 

Local  news:  concerning  what  occurs  in  the  neighborhood, 
village,  or  city  in  which  the  newspaper  is  printed;  county  news 
may  also  be  said  to  be  local  news. 

State  news :    concerning  what  occurs  in  the  state. 

National  news :  concerning  what  occurs  in  our  own  country 
but  outside  our  state. 

Foreign  news :    concerning  what  occurs  in  a  foreign  land. 

EXERCISE  3. . 

Mark  the  news  in  a  daily  newspaper  as  local,  state,  national,  or 
foreign,  according  to  the  above  definitions.  Bring  the  paper  to  class 
and  compare  your  classification  with  that  of  the  other  pupils. 

PARTS    OF    A    NEWS    ARTICLE    AND    THEIR    ARRANGEMENT 

In  a  story  such  as  you  read  in  books  you  are  kept  interested 
by  wondering  how  it  will  end.  That  is,  the  most  important 
part  is  told  at  the  end  of  the  story. 

Read  the  news  article  on  page  86,  which  is  a  reproduction  of 
one  actually  printed  in  a  newspaper. 


86 


THE   USE   OF   BOOKS  AND   LIBRARIES 


First  we  have  the  headlines  as  indicated.  Notice  that 
the  main  facts  are  told  in  the  first  part  of  the  news  article  itself. 
This  part  is  designated  in  the  cut  as  the  lead  (pronounced  leed) . 
The  rest  of  the  article  gives  the  details,  the  least  important  of 
which  come  last. 


TEXAS  CALLS 
PROTECTION 
NECESSARY 


Gov.  Hobby  Wires  Baker  With 

Plea  to  Swear  State  Forces 

Into  Federal  Service  to 

Halt  Raids 


Headlines 


(By   United   Press.) 

WASHINGTON,   June    8— Additional     ) 
troop    protection      along      the    Mexican 
border  was  today  asked  of  the  war  de- 
partment   by    Gov     W      P.    Hobby,    of 
Texas. 

The  grovernor  urged  that  the  first  and  \ 
second  regiments  of  the  Texas  state 
guard,  organized  during  the  war  be 
mustered  into  federal  service  immedi- 
ately and  stationed  at  strategical  points 
along  the  border. 

Hobby,  in  a  telegram  to  Secretary 
Baker,  copies  of  which  were  sent  to 
Congressman  Gardner,  Bee  and  Huds- 
peth,  stated  that  the  action  was  neces- 
sary to  assure  adequate  protection  of 
life  and  property  in  Texas  from  many 
raids  of  the  Mexican  section. 


Lead 


Details 


The  order  in  which  a  news  article  tells  the  story  of  something 
that  has  happened  is  exactly  the  opposite  of  the  usual  order  in 


DAILY   NEWSPAPERS  87 

which  stories  are  told.     Think  of  a  good  reason  why  this  peculiar 
arrangement  is  of  use  in  newspaper  articles. 

EXERCISE    4 

Select  what  you  consider  to  be  the  three  most  important  news 
articles  in  an  issue  of  a  daily  newspaper  and  mark  in  each  the  head- 
lines, the  lead,  and  the  details. 

Underscore  the  leads  of  all  the  news  articles  on  the  front  page  of 
a  daily  newspaper  and  submit  the  result  to  the  class  and  the  teacher 
for  criticism,.  It  would  be  a  good  plan  for  each  member  of  the  class 
to  mark  the  same  issue  and  then  compare  results.  For  this  purpose 
it  would  be  necessary  for  each  one  to  have  a  copy  of  the  paper. 

EDITORIALS 

DODGING   TUBERCULOSIS. 

Tuberculosis  is  best  conquered  by  prevention. 
In  fact,  it  is  completely  beaten  only  in  that  manner. 
It  is  true  that  our  splendid  municipal  sanitarium 
is  recording  a  gratifying  percentage  of  "arrested" 
cases.  Once  acquired,  however,  the  disease-  is  sure 
to  leave  its  mark  to  some  extent. 

(Avoidance,  then,  is  a  subject  which  no  indi- 
vidual can  afford  to  ignore.  No  healthy  human  be- 
ing knows  how  near  he  is  or  may  have  been  to 
a/fliction. 

'  Plants  and  offices  that  employ  large  numbers  of 
persons,  especially  girls  and  women,  are  showing 
un  increasing  interest  in  conserving  the  health  of 
workers.  As  a  tuberculosis  preventive,  many  of 
them  employ  calisthenic  teachers,  who  twice  daily 
call  the  employes  from  their  tasks  and  coach  them, 
in  a  few  minutes  of  deep  breathing  exercises. 

The  wisdom  of  these  employers  should  be  a 
tip  to  individuals.  Almost  any  one  can  knock  off 
work  occasionally  long  enough  to  pump  his  lungs 
full  of  fresh  air. 

The  above  article  on  tuberculosis,  the  one  on  Armenia,  page 
88,  and  "The  Bomb  Challenge,"  page  89,  have  been  reproduced 
from  daily  newspapers.  They  do  not  have  the  arrangement 


88  THE   USE   OF   BOOKS  AND   LIBRARIES 

of  news  articles,  nor  do  they  seem  to  be  written  with  the  idea 
of  telling  news.  They  seem  rather  to  be  expressions  of  opinion 
with  regard  to  current  events. 

Such  articles  in  newspapers  are  called  editorials.  The 
editorials  in  a  newspaper  are  supposed  to  be  written  by  the 

ARMENIA  AND  ARMENIANS. 

Bordering  on  the  Mediterranean,  Black  and 
Caspian  seas,  with  Persia  and  Mesopotamia  on  the 
south  and.  Russia  on  the  north,  lies  United  Ar- 
menia, facing  the  new  world. 

"Armenians  are  noted,"  says  one  who  knows— 
•Henry'  Morgenthau— "for  their  industry,  their  in- 
telligence and  their  decent,  orderly  lives." 

Physically,  they  are  a  fine  race.  The  men  are 
manly,  the  women  motherly  looking.  For  cen- 
turies they  have  held  their  own  against  Persians, 
Arabs,  Turks  and  Kui*ds.  Hundreds  of  thousands 
have  been  massacred  or  died  from  exposure— yet 
the  race  increases. 

Attempted  exterminations  have  been  futile 
They  have  faced  death  for  the  principles  of  free- 
dom and  Christian  ideals.  Armenian  relief  should 
come  from  America  with  a  ready  and  geneuous 
hand.  For  these  people,  through  tremendous  trials 
have  proved  themselves  a  great  people. 

editor  of  the  paper  and  are  his  expressions  of  opinion  regarding 
recent  events.  They  are  written  for  the  purpose  of  influencing 
public  opinion. 

Editorials  are  expressions  of  opinion  which  may  or  may  not 
be  correct.  We  should  read  them  with  an  open  mind,  but  should 
do  our  own  thinking  and  come  to  our  own  conclusions.  We 
should  learn  what  a  paper's  politics  is  and  other  facts  concern- 
ing its  purposes,  in  order  to  be  helped  in  correctly  interpreting 
and  judging  its  editorials. 

EXERCISE    5 

(i)  Find  the  editorials  in  newspapers  which  the  teacher  will  hand 
to  you.  (2)  Read  at  least  one  editorial  in  each  of  the  daily  issues  of 


DAILY    NEWSPAPERS  8y 

some  daily  newspaper  for  a  week,  selecting  those  which  interest  you 
the  most.  (3)  Tell  the  class  the  substance  of  one  of  the  editorials. 
(4)  What  do  you  observe  as  to  the  location  of  the  editorials?  That  is, 
are  they  grouped  together  or  are  they  scattered?  Are  they  located 
on  some  particular  page  or  are  they  on  different  pages  from  day  to 
day?  (5)  What  is  usually  printed  immediately  above  the  first  edi- 
torial? (6)  How  do  you  account  for  the  fact  that  two  newspapers 
often  express  opposite  opinions  on  the  same  subject? 

THE  BOMB  CHALLENGE! 

JUST  this  word  to  the  insane  bomb  plotters :  Their  violence  is  a 
direct  challenge  to  organized  society  in  this  democratic  republic. 
Democracy  will  not  be  overthrown  by  any  such  methods. 
We  reason  things  out  here  in  America  and  we  decide  issues 
by  the  recording  of  our  collective  judgment    We  shall  continue  to 
decide  matters  by  that  process.   Those  who  resort  to  the  bomb  are  in 
the  wrong  place.   The  challenge  of  violence  must  and  will  be  met  and 
dealt  with  according  to  the  laws  of  the  land. 

The  destroyers  say  they  act  in  the  name  of  liberty.  The  whole 
tendency  of  such  action  in  a  free  country  is  to  compel  the  majority  to 
adopt  restrictive  measures.  Because  of  that  the  bomb  outrages  are 
doubly  criminal. 

We  must  be  careful  that  reaction  does  not  result  from  the  work 
of  insane  dynamiters.  But  the  republic  must  protect  itself  and  its  in- 
stitutions against  terrorist  methods.  America  will  not  be  destroyed 
by  terrorism.  This,  we  are  confident,  will  be  the  judgment  of  every 
trade  unionist  and  every  true  lover  of  liberty,  democracy  and  progress, 

HOW    NEWSPAPERS    ARE    MADE 

A  single  issue  of  a  daily  newspaper  is  likely  to  contain  as 
much  printed  matter  as  a  book  of  seventy-five  or  more  pages. 
Sunday  editions  often  contain  as  much  material  as  a  book  of 
two  hundred  or  more  pages.  To  prepare  and  print  a  book 
frequently  requires  several  months,  sometimes  a  year  or  more. 
It  is  therefore  remarkable  that  once  in  every  twenty-four  hours 


THE  USE    OF    BOOKS  AND  LIBRARIES 


"Form"  of  newspaper  page  ready  for  stereotyping 
(For  explanation,  see  page  93) 


DAILY   NEWSPAPERS 


The  mold  or  "mat"  made  on  paper  pulp  from  the  "form"  shown  on  page  90 
(For  explanation,  see  page  93) 


THE    USE    OF    BOOKS   AND   LIBRARIES 


The  stereotype  resulting  from  pouring  molten  lead  on  the  bent  "mat"  in  the 
casting  box.     The  "mat"  before  bending  is  shown  on  page  91 
(For  explanation,  see  page  93) 


DAILY    NEWSPAPERS  93 

an  issue  of  a  daily  newspaper  can  be  prepared,  printed,  and 
distributed  over  an  area  frequently  of  many  hundreds  of  square 
miles.  How  a  newspaper  is  made,  then,  is  an  interesting  story, 
and  we  shall  learn  something  about  the  details  of  its  various 
departments  in  this  lesson. 

Editorial  department.  The  editorial  department  gathers  and 
writes  the  news  and  writes  the  editorials.  At  the  head  of  the 
editorial  department  is  the  editor-in-chief,  with  several  other 
editors  and  other  persons  working  under  his  direction.  The 
reporters  belong  to  the  editorial  department. 

Printing  department.  The  printing  department  sees  to  the 
printing  of  what  the  editorial  department  prepares.  In  the 
printing  department  are  the  proofreaders,  printers,  typesetters, 
pressmen,  the  printing  presses,  etc. 

When  the  news,  editorials,  and  advertisements  have  been  written, 
how  are  they  put  into  print?1 

The  reading  matter  is  set  up  on  linotype  or  monotype  machines, 
which  are  provided  with  a  keyboard  somewhat  like  that  of  a  type- 
writer. Letters  are  impressed  on  molten  type  metal.  Linotype 
machines  set  each  line  in  a  solid  piece;  monotype  machines  cast  each 
letter  separately — hence  the  names  linotype  and  monotype.  For 
parts  requiring  special  type  not  provided  by  the  machines  in  use,  the 
typesetting  is  done  by  hand. 

The  type  is  placed  in  long  pans  known  as  "galleys."  Proof  is 
printed  from  these  on  long  sheets  of  paper,  and  after  the  necessary 
corrections  have  been  made,  as  indicated  by  the  proofreaders,  the 
type  is  put  together  in  page  form  by  so-called  "make-up"  men  in  the 
.composing  room. 

The  "forms"  for  the  different  pages  are  then  taken  to  the  stereo- 
typing room.  Here  a  mold  or  "mat"  of  each  page  is  made  on  paper 
pulp.  This  is  bent  into  semicircular  shape  in  a  casting  box.  Molten 
lead  is  poured  into  the  casting  box,  thus  making  for  each  page  a 

iln  connection  with  reading  the  description  which  follows,  examine  the  cuts  on  pages  90, 
9i,  92,  and  94. 


94 


THE   USE   OF   BOOKS  AND   LIBRARIES 


semicircular  lead  plate.  These  plates  go  to  the  press  room,  where  they 
are  locked  in  the  cylinders  of  the  printing  press.  Here  they  are  auto- 
matically inked  and  pass  over  paper  which  is  supplied  from  a  great 
roll.  In  this  way  each  plate  prints  a  page  of  the  newspaper.  As  the 
print  paper  passes  through  the  press  it  is  cut  automatically,  counted, 
folded,  and  the  paper  comes  out  ready  for  distribution.  [From  Lessons 
on  the  Use  of  the  School  Library,  issued  by  the  Wisconsin  Department 
of  Public  Instruction.] 


A  printing  press 

Business  department.  The  business  department  gets  sub- 
scribers and  advertisements,  collects  bills,  pays  out  money  for 
salaries  and  other  expenses,  and  in  general  looks  after  the  money 
matters  of  the  paper. 

Publisher.  The  owner  of  the  paper  is  usually  referred  to 
as  the  publisher.  Sometimes  the  paper  is  owned  by  several 
persons  who  may  form  a  stock  company.  Sometimes  the  editor- 


DAILY   NEWSPAPERS  95 

in-chief  and  perhaps  other  persons  working  on  the  paper  are 
also  the  owners  and  hence  the  publishers. 

,    EXERCISE  6 

(i)  Find  out  what  you  can  about  the  news-distributing  agencies, 
and  how  they  gather  and  distribute  news  to  the  newspapers.  The 
chief  distributing  agencies  now  are  the  Associated  Press  and  the  United 
Press.  (2)  Find  out  as  much  as  you  can  about  other  ways  in  which 
newspapers  gather  news.  (3)  What  is  meant  by  "the  morgue,"  an 
expression  used  by  newspaper  workers?  If  necessary,  ask  some  news- 
paper man  this  question.  (4)  Read  a  good  description  of  the  linotype 
machine.  If  necessary,  consult  the  dictionary.  (5)  What  is  a  mono- 
type machine?  (6)  What  is  the  difference  between  a  galley  proof 
and  a  page  proof? 

Visit  to  a  newspaper  plant.  If  possible,  the  class  should  visit 
the  plant  of  some  daily  newspaper  and  learn  from  observation  how 
newspapers  are  prepared  and  printed.  Arrangements  should  be  made 
beforehand  so  that  the  class  may  see  and  learn  as  much  as  possible  on 
the  occasion  of  the  visit.  The  things  taught  in  class  should  receive 
special  attention. 

HOW   TO    READ    NEWSPAPERS 

Time.  There  is  so  much  printed  matter  in  each  issue  of  a 
daily  newspaper  that  many  people  spend  a  long  time  in  reading 
it.  If  this  is  repeated  day  after  day,  a  large  amount  of  time  will 
be  spent  in  the  course  of  a  year.  And  much  of  this  time  will  be 
wasted,  for  only  a  part  of  any  issue  of  a  newspaper  is  of  value 
to  any  one  reader.  The  paper  is  prepared  to  meet  the  needs 
of  many  different  kinds  of  people,  and  it  is  a  waste  of  time  to 
read  what  does  not  concern  the  reader. 

One  should  not,  as  a  rule,  spend  more  than  fifteen  or  twenty 
minutes  per  day  in  reading  the  daily  newspaper.  Spending 
more  time  than  this  is  justifiable  only  when  there  are  long  news 
articles  of  great  importance  or  when  the  paper  prints  the  message 
of  the  President  or  the  governor  or  important  public  addresses. 


g6  THE    USE   OF   BOOKS   AND   LIBRARIES 

Omissions.  To  read  a  newspaper  rapidly,  it  is  necessary 
to  do  much  " skipping."  One  can  usually  quickly  decide  what 
to  read  and  what  not  to  read  by  looking  at  the  headlines.  If 
one  is  in  doubt  after  looking  at  the  headlines  of  a  news  article 
whether  to  read  it  or  not,  then  the  reading  of  the  "lead"  will 
help  to  decide  the  question.  Often  it  is  advisable  to  read  only 
part  of  an  article.  One  should  be  on  the  alert  to  know  when 
the  further  reading  of  an  article  is  not  worth  while. 

When  one  is  in  considerable  of  a  hurry,  it  may  be  necessary 
to  skip  whole  pages  of  the  newspaper.  _In  that  case  at  least 
the  front  page  and  the  editorial  page  should  receive  attention. 

Order  of  reading.  Which  of  the  following  plans  for  reading 
a  newspaper  do  you  think  best  and  why?  Try  each  of  the  plans 
in  regard  to  which  you  are  in  doubt. 

a)  Reading  the  pages  one  after  the  other  in  the  order  in  which 
they  come,  beginning  with  the  front  page. 

6)  Reading  first  the  front  page,  then  the  editorial  page,  then 
the  rest  of  the  pages  in  the 'order  in  which  they  come. 

c)  Skipping  around  without  any  definite  plan. 

The  writer  prefers  the  second  of  the  above  plans.  What 
reasons  can  you  give  for  this  preference? 

What  plan  would  you  follow  in  reading  advertisements  in 
the  newspapers? 

Judging  reliability.  To  what  extent  should  we  believe  what 
is  printed  in  newspapers  ?  Some  people  have  the  habit  of  believ- 
ing nearly  everything  they  read  in  the  newspapers,  while  others 
believe  little  or  nothing.  We  should  not  go  to  either  of  these 
extremes. 

In  order  to  be  able  to  judge  fairly  well  as  to  the  truth  of  what 
one  reads  in  the  papers,  it  is  necessary  to  know  a  number  of 
things  about  the  paper  read.  If  it  is  the  champion  of  some 
particular  political  party,  it  is  likely  to  tell  the  political  news 


DAILY   NEWSPAPERS  97 

in  ways  that  will  favor  that  party.  Hence  we  should  know 
and  keep  in  mind  to  what  party  the  paper  adheres.  In  order 
to  keep  from  being  imposed  upon,  it  is  a  good  plan  to  read  the 
papers  devoted  to  different  parties.  You  have  perhaps  seen 
striking  examples  of  how  the  politics  of  a  newspaper  will  "color" 
its  news  by  observing  the  contradictions  in  the  election  news 
a  day  or  two  after  the  election,  before  the  results  are  known  to 
a  certainty. 

There  is  always  the  temptation  for  a  newspaper  to  exaggerate 
in  order  to  create  a  sensation  and  increase  sales.  This  tendency 
to  exaggerate  should  be  kept  in  mind  by  all  newspaper  readers. 

Many  of  the  mistakes  printed  in  newspapers  are  due  to  the 
fact  that  the  information  received  is  incomplete;  for  example, 
when  the  first  news  of  a  great  disaster  is  received  or  the  first 
news  of  an  election.  Readers  should  always  wait  until  there 
has  been  time  enough  to  receive  the  complete  news  before  coming 
to  a  conclusion  on  an  important  matter. 

Newspaper  articles  which  make  a  practice  of  hinting  at  graft 
or  other  wrongdoing  without  giving  statements  of  fact  for  which 
they  can  be  held  responsible  should  never  be  believed  without 
further  evidence.  This  is  especially  true  of  attacks  on  public 
officials. 

The  reader  should  learn  as  much  as  possible  about  the  policies 
of  the  papers  which  he  reads ;  for  example,  what  is  their  policy 
with  regard  to  labor  unions;  municipal  ownership  of  gas  and 
electric  lighting  plants;  street  railways;  taxation;  public  schools; 
good  roads;  in  general,  all  matters  that  are  of  general  public 
concern.  What  a  paper  works  for  in  such  things  greatly  affects 
the  way  it  writes  up  the  news  and  the  kind  of  editorials  it 
contains. 

Above  all,  one  should  avoid  reading  and  believing  in  only 
one  newspaper.  It  is  a  good  plan  to  read  papers  on  both  sides 
of  public  controversies.  One  can  in  that  way  better  get  at 
what  the  actual  facts  are. 


g8  THE   USE   OF   BOOKS   AND   LIBRARIES 


EXERCISE    7.       GENERAL    EXERCISE    ON    NEWSPAPERS 

(i)  What  is  meant  by  newspaper  men  when  they  speak  about  a 
"scoop"?  How  does  the  desire  for  "scoops"  sometimes  affect  the 
reliability  of  news  articles?  (2)  Read  in  fifteen  minutes  the  newspaper 
handed  to  you  in  class,  then  tell  orally  or  write  the  substance  of  what 
you  have  read.  Each  member  of  the  class  should  do  this.  Do  your 
best  to  get  a  good  standing  in  this  exercise,  for  the  ability  to  read  a 
newspaper  rapidly  and  yet  pick  out  the  most  important  things  is  a 
valuable  kind  of  ability.  Do  this  exercise  a  number  of  times.  (3)  Clip 
for  one  week  the  most  important  articles  in  one  or  more  daily  news- 
papers and  mount  them  on  a  bulletin  board  for  the  benefit  of  the  rest 
of  the  school.  It  would  be  well  for  two  of  the  class  to  work  together 
at  making  these  clippings,  each  two  doing  the  work  for  a  week  at  a 
time  and  then  another  two  taking  their  place,  and  so  on  until  all  have 
had  an  opportunity  to  select  clippings.  (4)  Be  on  the  lookout  for 
clippings  from  daily  newspapers  that  should  be  filed  for  use  in  various 
classes;  for  example,  articles  on  health  for  the  physiology  class,  accounts 
of  travel  for  the  geography  class,  etc.  (5)  Find  an  example  of  two 
newspapers  differing  widely  in  their  accounts  of  the  same  piece  of 
news.  How  do  you  explain  the  difference?  (6)  Bring  to  class  what 
you  consider  the  best  editorial  that  has  appeared  in  some  daily  paper 
for  the  period  of  perhaps  a  month. 


XXII.     MAGAZINES 

You  have  very  likely  been  reading  magazines  more  or  less 
regularly  for  some  time.  From  your  knowledge  of  what  maga- 
zines contain  you  realize  that  they  provide  an  important  kind 
of  reading.  They  furnish  some  of  the  best  comments  on  cur- 
rent events  and  frequently  print  some  of  the  best  current  literature 
in  the  form  of  stories,  poems,  etc.  That  is,  the  good  magazines 
do.  There  are,  of  course,  magazines  that  are  not  worth  reading, 
just  as  there  are  newspapers  and  books  of  that  kind. 

In  order  that  you  may  read  magazines  so  as  to  be  most 
benefited  by  them,  it  is  necessary  that  you  learn  (i)  how  to  select 
magazines,  (2)  how  to  read  them  to  the  best  advantage,  and 
(3)  how  to  use  them  for  reference  purposes. 

SELECTION    OF    MAGAZINES 

In  order  to  select  the  magazines  most  suitable  for  our  own 
reading,  we  should  carefully  examine  the  magazines  from  among 
which  we  are  to  do  the  choosing.  If  possible,  one  should  read 
for  a  time  in  a  wide  variety  of  magazines  and  then  decide  which 
ones  to  read  regularly.  This  is  best  done  by  reading  for  a  while 
in  certain  magazines,  then  in  certain  others,  and  so  on. 

Juvenile  magazines.  There  are  a  number  of  magazines 
especially  intended  for  young  people  with  which  all  upper-grade 
and  beginning  high-school  pupils  should  be  well  acquainted. 
Among  these  are:  The  Youth's  Companion;  Si,  Nicholas;  Popu- 
lar Mechanics. 

Other  periodicals  which  it  would  be  well  for  you  to  know 
about  are:  Boys'  Life;  Current  Events;  The  Pathfinder;  Our 
Dumb  Animals. 

99 


IOO 


THE   UvSE   OF   BOOKS  AND   LIBRARIES 


Magazines  for  grown-ups.  While  you  are  in  school  you 
should  begin  to  read  magazines  for  grown-ups  and  learn  enough 
about  the  best  magazines  to  be  able  wisely  to  select  your  magazine 
reading  after  you  leave  school.  The  following-named  magazines 
are  all  well  worth  getting  acquainted  with.  From  among  them 
you  will  be  able  to  make  a  good  selection  for  your  own  reading; 


A  convenient  magazine  rack 

that  is,  if  you  read  enough  in  them  to  become  acquainted  with 
them.  The  magazines  are  monthly  unless  otherwise  indicated; 
Magazines  which  pay  much  attention  to  current  events,  such 
as :  Collier's  National  Weekly;  Current  Opinion;  The  Independent 
(weekly);  Literary  Digest  (weekly);  The  Outlook  (weekly); 
Review  of  Reviews;  The  Survey  (weekly) ;  World's  Work. 


MAGAZINES/;,  ;  $  \\i  \  /;,      101 

Magazines  in  which  short  stories  are  a  feature,  such  as: 
American  Magazine;  Atlantic  Monthly;  Century  Magazine; 
Everybody's  Magazine;  Saturday  Evening  Post  (weekly);  Har- 
per's Monthly  Magazine;  Scribner's.  These  magazines,  however, 
have  other  features  besides  the  stories.  What  these  features 
are  you  should  learn  by  examining  the  magazines  themselves 
and  reading  in  them  sufficiently  to  become  acquainted  with 
them. 

Magazines  devoted  to  special  subjects,  not  including  maga- 
zines for  women:  The  House  Beautiful;  National  Geographic 
Magazine;  Popular  Mechanics;  Scientific  American  (weekly) ; 
The  Survey  (weekly) ;  System  (emphasizes  business  efficiency) . 

Popular  Mechanics  is  included  in  the  list  for  adults  as  well 
as  in  the  juvenile  list  for  the  reason  that  it  equally  interests 
young  people  and  adults.  The  Survey  deals  especially  with  the 
improvement  of  the  condition  of  the  unfortunate  classes  of 
society,  and  yet  it  has  very  much  in  the  way  of  material  on 
current  events ;  hence  it  is  listed  here  as  well  as  with  the  current 
events  magazines. 

Magazines  for  women  mainly:  The  Delineator;  Good  House- 
keeping; Ladies'  Home  Journal;  Woman's  Home  Companion. 

EXERCISE    I 

(i)  Make  a  list  of  the  above  magazines  that  you  have  read  at 
least  to  some  extent.  (2)  Carefully  examine  as  many  of  those  that 
you  have  not  read  as  you  can  obtain  for  the  purpose.  If  you  have 
access  to  a  public  library,  you  can  very  likely  get  the  opportunity  to 
examine  all  of  them  there.  If  not,  you  will  have  to  secure  as  many 
as  you  can  in  some  other  way.  The  school  library  and  home  libraries 
may  be  sufficient  for  your  purpose.  In  looking  at  the  magazines  have 
especially  in  mind  selecting  magazines  for  your  own  reading.  Be 
prepared  to  report  in  class  on  each  magazine  examined,  including 
those  with  which  you  were  already  acquainted.  (3)  As  a  result  of 
your  examination  of  magazines,  which  magazine  for  adults  would  you 


102  V^HE  pSE;  0£  BOOKS   AND   LIBRARIES 

prefer  to  read  for  current  events?  Why?  (4)  Which  for  short  stories? 
Why?  (5)  Which  one  among  those  dealing  with  special  subjects? 
Why?  (6)  If  there  are  magazines  not  listed  above  which  you  think 
deserve  attention,  be  prepared  to  discuss  their  merits  in  the  class. 
The  teacher  may  care  to  call  the  attention  of  the  class  to  other  maga- 
zines also.  '  The  thing  to  keep  in  mind  is  that  one  should  read  the  best 
magazines  of  any  particular  kind.  Those  listed  in  this  lesson  have 
achieved  a  reputation  in  their  respective  fields,  and  one  may  be  sure 
that  he  is  not  going  far  astray  if  he  gives  them  the  preference  until 
he  is  sure  that  some  other  magazines  are  better  for  his  purposes.  New 
magazines  may  be  started  which  will  deserve  your  attention.  (7)  Make 
a  selection  of  magazines  for  a  home  consisting  of  father,  mother,  and 
children  who  are  in  the  upper  grades  and  high  school.  Suppose  the 
family  can  afford  to  subscribe  for  eight  magazines;  also  go  on  the 
plan  that  there  should  be  at  least  one  of  each  of  the  following  kinds 
of  magazines:  (a)  current  events;  (6)  reading  for  pleasure  mainly; 
(c)  science  and  inventions;  (d)  for  the  women;  (e)  for  the  children. 
Making  this  selection  will  be  of  use  to  you  even  though  you  may  not 
subscribe  for  as  many  as  this  in  your  own  home.  It  will  help  you 
select  magazines  for  your  own  reading  and  that  of  others  in  the  school 
library  or  public  library,  and  when  making  occasional  purchases  of 
magazines  in  bookstores  and  at  news  stands.  Be  prepared  to  give 
good  reasons  for  your  selections. 

HOW    TO    READ    MAGAZINES 

After  we  have  selected  the  magazines  which  we  want  to 
read,  we  must  still  do  some  selecting,  namely,  of  what  we  are 
to  read  in  those  magazines.  It  would  be  unwise,  as  a  rule,  to 
read  all  that  a  magazine  contains,  for  the  same  reasons  that  it 
is  unwise  to  read  all  that  a  newspaper  contains. 

In  reading  a  magazine,  then,  one  should  first  make  a  selection 
of  the  articles  he  will  want  to  read.  By  looking  at  the  table  of 
contents,  and  then  reading  just  a  little  in  the  articles  that  seem 
to  fit  one's  needs  and  likes,  the  reader  can  easily  skip  those 
articles  which  seem  to  him  least  worth  while.  This  will  save 


MAGAZINES  103 

time  so  that  he  can  read  to  better  advantage  the  remaining 
articles. 

One  can  often  decide  whether  or  not  to  read  a  magazine 
article  by  noting  who  wrote  it.  It  is  well  to  notice  who  has 
written  what  seems  especially  good;  this  will  help  in  selecting 
what  to  read. 

Magazine  articles  are  more  carefully  written  than  newspaper 
articles,  as  a  rule,  because  more  time  is  put  upon  them.  Maga- 
zines should  therefore  be  more  carefully  read  than  newspapers. 
It  is  a  good  plan  for  the  reader  to  discuss  with  his  friends  what 
he  reads  in  the  magazines,  as  that  will  add  interest  to  the  read- 
ing and  will  help  him  to  give  attention  to  the  most  important 
things  in  what  he  reads. 

It  will  occasionally  be  best  to  read  only  parts  Of  a  magazine 
article,  picking  up  here  and  there  those  things  that  most 
interest  the  reader.  This  affords  another  important  way  of 
saving  time. 

EXERCISE    2 

(i)  Read  a  current  news  magazine  according  to  the  suggestions 
given  above.  Report  in  class  what  you  read  and  what  you  omitted 
and  why;  also  how  you  found  out  what  to  omit.  (2)  Read  and  report 
on  a  story  magazine  in  the  same  way.  (3)  The  boys  are  to  read  and 
report  on  a  magazine  more  especially  intended  for  men,  and  the  girls 
on  a  magazine  for  women.  As  in  the  preceding  exercises,  the  reports 
are  to  show  mainly  how  the  reader  decided  on  what  to  read  and  what 
to  omit.  (4)  Be  on  the  lookout  to  see  who  are  the  best  magazine  writers. 
Make  out  a  list  of,  say,  five  writers  whom  you  especially  like. 

REFERENCE    WORK   WITH    MAGAZINES 

Magazines  are  among  the  best  sources  of  information  on  the 
topics  of  the  day.  Books  are  soon  out  of  date  on  many  kinds 
of  topics;  newspapers  are  too  hastily  put  together  to  supply 
accurate  information  on  many  subjects. 


104  THE   USE   OF   BOOKS   AND    LIBRARIES 

The  question  before  us  is  how  to  find  in  magazines  the  par- 
ticular piece  of  information  for  which  we  are  looking. 

Indexes  to  individual  magazines.  Some  magazines  provide 
an  index  to  each  volume.  A  volume  usually  consists  of  all  the 
issues  for  a  year  or  for  six  months.  By  keeping  the  issues 
arranged  by  years  and  by  numbers  for  each  year,  one  can  get 
at  the  information  which  any  particular  magazine  thus  indexed 
and  arranged  contains. 

EXERCISE  3 

(i)  Find  out  which  of  the  magazines  that  you  have  access  to  provide 
indexes.  (2)  Do  you  find  that  these  magazines  all  have  a  table  of  con- 
tents for  each  issue?  (3)  Would  these  tables  of  contents  be  of  much 
use  for  reference  work  ?  What  is  the  main  use  of  the  tables  of  contents  ? 
(4)  Look  carefully  at  several  indexes  to  individual  magazines  and  note 
in  each  case  whether  the  index  is  (a)  by  subjects;  (6)  by  authors; 
(c)  by  titles.  (5)  By  means  of  the  index  to  an  individual  magazine, 
look  up  one  or  more  subjects  in  which  you  are  interested. 

General  indexes  to  magazines.  You  can  readily  see  that 
there  would  be  much  advantage  in  having  one  index  to  all  the 
magazines  worth  indexing.  And  such  indexes  we  have  in  the 
two  now  to  be  described. 

Readers'  Guide  to  Periodical  Literature.  The  Readers'  Guide 
indexes  many  magazines.  It  is  issued  monthly ;  the  issue  every 
third  month  contains  not  only  the  index  for  that  month  but 
also  for  the  previous  months  of  the  year.  The  last  issue  of 
the  year,  the  December  number,  contains  the  index  for  the 
entire  year.  Every  five  years  an  index  for  the  entire  five-year 
period  has  been  prepared.  The  first  of  these  covered  the  years 
1900-1904,  the  last  that  of  1910-1914.  That  of  1915-1918 
covers  four  years.  At  the  time  this  is  written  (1920)  the  pub- 
lishers announce  that  the  cumulated  indexes  will  hereafter  be 
issued  every  three  years. 


MAGAZINES  105 

On  pages  106-107  you  will  find  a  reduced  reproduction  of  a 
page  of  the  Readers'  Guide  to  Periodical  Literature1  for  the  month 
of  January,  1919.  Note  the  following  by  studying  the  page: 

1.  There   are   entries   by  authors.     For   example,   the   first   entry, 
Eldred,  Wilfred.     By  reading  this  entry  through,  we  find  that  a  man 
by  the  name  of  Wilfred  Eldred  (the  author)  wrote  an  article  with  the 
title  "Wheat  and  flour  trade  under  Food  administration  control:  1917— 
1 8,"  which  article  was  printed  in  the  Quarterly  Journal  of  Economics 
(for  which  the  abbreviation  Q  J  Econ  is  used) ;  in  volume  33,  on  pages 
1-70:   in  the  number  for  November,  igr8. 

2.  There  are  entries  by  subjects.     For  example,  Entertaining   (see 
third  entry  in  second  column).     By  reading  what  is  given  under  this 
entry,  we  learn  that  there  is  an  article  entitled  "Get-acquainted  games 
and  stunts  for  school   parties,"   in  the   Woman's  Home  Companion; 
volume  45,  on  page  54;   in  the  number  for  September,  1918. 

3.  There  are  entries  by  titles  in  the  case  of  stories  and  poems.2 
For  example,  the  second  entry  in  the  second  column,  Enlisted.     By 
reading  the  entry,  we  learn  that  a  poem  with  the  title  "Enlisted," 
and  written  by  M.  C.  Davies,  is  to  be  found  in  the  magazine  Current 
Opinion;  volume  65,  on  page  398;   in  the  number  for  December,  1918. 

4.  There  are  cross  references.     For  example,   near  the  bottom  of 
the  first  column,  we  find  Enemy  shipping.     See  Enemy  property.     This 
means  that  if  you  are  looking  for  some  magazine  material  on  enemy 
shipping  you  should  look  in  the  Readers'  Guide  for  the  entry  Enemy 
property. 

5.  Some  of  the  subject  headings  are  subdivided  by  means  of  sub- 
heads.    For  example,  the  subject  heading  Elections  is  divided  by  the 
subheads  Great  Britain  and  United  States. 

How  many  references  are  there  to  articles  on  elections  in  Great 
Britain?  On  elections  in  the  United  States? 

Into  what  subheads  is  the  subject  England  divided? 

1  Used  by  permission  of  the  H.  W.  Wilson  Co.,  publishers. 
Beginning  with  the  year  1920,  the  poems  are  listed  by  title  under  the  heading  "Poetry." 


106  THE   USE   OF    BOOKS   AND   LIBRARIES 


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io8  THE    USE   OF   BOOKS   AND   LIBRARIES 

How  many  cross  references  under  the  subject  England?  Explain 
each  of  them. 

6.  Portraits  are  indicated.     Note,  for  example,  that  there  is  a  por- 
trait of  Henry  B.   Endicott  in  the  Woman's  Home  Companion  for 
October,  1918. 

7.  The  names  of  the  magazines  are  nearly  all  abbreviated.     These 
abbreviations  and  others  are  explained  in  the  front  part  of  the  Readers' 
Guide. 

EXERCISE    4 

(i)  By  referring  to  the  page  of  Readers'  Guide  reprinted  on  pages 
106-107,  tell  where  you  could  find  a  magazine  article  on  the  cost  of  the 
European  or  World  War.  (2)  Where  find  something  about  Eskimos? 
(3)  What  author  headings  are  printed  on  the  reproduced  page?  (Be 
careful  not  to  confuse  author  and  subject  headings.  For  example, 
the  entry  Endicott,  Henry  B.,  is  not  an  author  entry,  but  a  subject 
entry.  The  entry  does  not  refer  to  something  which  Henry  B.  Endicott 
wrote,  but  means  that  there  is  something  given  about  him,  namely,  a 
portrait  of  him.  So  it  is  a  subject  entry.)  (4)  There  are  six  title 
entries  on  the  page.  What  are  they?  (5)  Where  is  there  a  magazine 
article  on  the  espionage  law? 

EXERCISE  5 

The  questions  in  the  following  exercises  are  to  be  answered  by 
reference  to  the  Readers'  Guide  in  the  library: 

(i)  For  what  years  does  the  library  have  the  Readers'  Guide? 
(2)  Which  of  the  magazines  indexed  in  the  Readers'  Guide  does  the 
library  have?  For  the  list  of  the  magazines  indexed,  see  the  front 
part  of  the  Readers'  Guide.  (3)  Find  an  article  in  some  magazine  of 
last  year  on  the  subject  of  ,tuberculosis.  (4)  Find  an  article  written 
by  Theodore  Roosevelt.  You  are  not  restricted  to  any  particular 
year.  (5)  Find  an  article  about  Roosevelt.  (6)  Find  one  of  the  latest 
magazine  articles  indexed  in  the  Readers'  Guide  on  the  subject  of  a 
league  of  nations.  (7)  Find  the  latest  magazine  article  in  ths  library 
on  the  Boy  Scouts,  using  the  Readers'  Guide  in  locating  the  article. 


MAGAZINES  109 

(8)  Find  a  magazine  article  on  the  present  Speaker  of  the  House  of 
Representatives.  (9)  Find  a  recent  magazine  article  on  the  British 
navy.  What  is  one  of  the  principal  points  made  in  this  article? 

Poolers  Index  to  Periodical  Literature.  This  is  an  index  to 
both  American  and  English  magazines.  It  indexes  magazines 
issued  in  the  period  from  1802  to  1907,  a  period  of  105  years. 
The  abridged  edition  is  to  be  found  in  most  public  libraries,  and 
it  will  usually  answer  the  purpose  for  which  one  may  want  to 
consult  Poolers  Index.  If  one  wants  to  find  information  given 
in  magazine  articles  printed  before  the  Readers'  Guide  to  Periodi- 
cal Literature  was  issued  (1900),  it  will  be  necessary  to  use 
Poolers  Index.  There  are  no  author  entries  in  Poolers  Index  — 
only  subject  entries  —  except  that  articles  of  a  literary  rather 
than  informational  nature  (fiction,  poems,  plays,  etc.)  are  entered 
under  the  first  word  of  the  title  not  an  article  (a,  an,  or  the). 

If  you  have  access  to  Poolers  Index,  examine  it  and  look  up  a  few 
magazine  articles  on  subjects  that  were  very  much  discussed  some 
years  ago;  for  example: 

slavery;  Greenback  party;  Centennial  Exposition;  assassination 
of  President  Garfield;  Carpetbaggers;  Franco-Prussian  War. 

Special  indexes.  There  are  indexes  to  the  periodical  litera- 
ture bearing  on  certain  subjects.  For  example,  the  Agricultural 
Index,  published  by  the  H.  W.  Wilson  Company,  New  York 
City,  indexes  agricultural  papers  and  magazines  and  agricultural 
bulletins.  Among  other  special  indexes  are  one  on  engineering 
and  another  on  industrial  arts. 


XXIII.     NOTE  TAKING 

It  is  often  desirable  when  reading  a  book  or  looking  up 
references  to  write  down  in  short  form  things  which  one  wants 
to  use  later.  In  order  to  do  this  note  taking  successfully,  it  is 
necessary  to  have  a  good  plan  for  doing  it.  There  are  several 
such  plans.  The  suggestions  made  in  this  lesson  are  intended 
to  help  you  in  your  note  taking,  even  though  you  may  later 
develop  a  plan  of  your  own. 

WHEN    TO    TAKE    NOTES 

When  it  is  necessary  to  read  much  in  the  textbook  or  other 
books  in  order  to  cover  the  ground  of  a  lesson,  notes  should  be 
taken  of  the  most  important  points  in  order  that  these  points 
later  may  be  gone  over  rapidly.  The  lesson  will  thus  be  better 
understood  as  a  whole  and  more  easily  remembered.  When  one 
is  looking  up  references  in  studying  a  lesson,  notes  should  be 
made  even  though  the  references  are  short.  The  references  can 
then  be  gone  over  before  the  recitation  or  when  reviewing  is 
being  done.  Occasionally  some  notes  will  be  needed  to  refer 
to  in  the  recitation. 

What  has  been  said  of  lessons  applies  also  to  note  taking  for 
debating  or  for  gathering  material  for  a  composition,  a  talk,  or 
other  occasion  when  the  information  is  needed. 

When  reading  a  book  it  is  well  to  make  notes  of  the  parts 
which  interest  the  reader  most.  In  order  to  prevent  the  need 
of  frequently  stopping  in  the  midst  of  the  reading  and  so  detract- 
ing from  the  interest,  the  reader  may  jot  down  the  pages  from 
which  he  may  want  to  make  notes  and  then  when  he  has  com- 
pleted the  reading  go  back  and  make  the  notes.  This  plan 
applies  especially  to  the  reading  of  books  on  which  a  report  is  to 

no 


NOTE  TAKING  in 

be  made.  But  it  is  a  good  plan  also  to  make  notes  when  reading 
for  pleasure  only.  Such  notes  will  often  be  very  interesting 
later.  Moreover,  the  making  of  notes  helps  us  to  a  better 
understanding  and  appreciation  of  what  we  read. 

HOW    TO    TAKE    NOTES 

The  shorter  the  notes,  provided  they  serve  the  purpose,  the 
better.  Often  a  word  or  two  will  recall  what  one  wants  to  use. 

If  the  exact  words  of  the  writer  are  used,  they  should  be 
enclosed  in  quotation  marks.  See  page  114,  lines  19  and  28. 

If,  in  a  quotation,  parts  are  omitted,  elision  marks  ( .  .  .  . ) 
should  be  used  where  the  omission  occurs.  See  lines  21  and  22, 
page  114.  Brackets  [  ]  should  inclose  words  which  are  not 
part  of  the  quotation,  but  which  are  written  within  the  quotation 
marks.  See  line  28,  page  114. 

The  page  or  pages  from  which  a  note  is  taken  should  be 
given  at  the  end  of  the  note.  This  suggestion  does  not,  of  course, 
apply  to  dictionaries  and  encyclopedias,  in  whi%ch  the  arrange- 
ment is  alphabetical. 

Author  and  title  of  books  and  title  and  date  of  magazines 
should  be  given  in  the  notes.  If  the  notes  are  all  from  one  book 
or  magazine,  attention  may  be  called  thereto  at  the  beginning. 
See  the  notes  on  " Indians,"  page  112. 

When  making  notes  on  a  subject  for  which  there  will  be  notes 
on  a  number  of  points,  it  is  best  to  make  the  notes  on  the  differ- 
ent points  on  separate  cards  or  sheets  so  that  all  the  notes  for 
any  one  point  may  be  placed  together.  See  the  notes  on  Edison, 
pages  113-114. 

Kind  of  cards  or  paper.  If  cards  are  used,  the  best  size 
is  that  used  in  card  catalogs,  namely,  three  by  five  inches.  A 
convenient  size  of  paper  for  note-taking  purposes  is  five  and 
one-half  by  eight  and  one-half  inches.  This  is  just  half  the  size 
of  the  standard  sheets  used  in  business  correspondence.  It  is 
9 


112  THE   USE   OF   BOOKS   AND   LIBRARIES 

of  course  convenient  to  use  paper  which  is  punched  for  use  in 
loose-leaf  notebooks.  However,  sheets  of  business  cap  cut  in 
two  make  very  serviceable  sheets  for  notp  taking.  Loose-leaf 
notebooks  and  the  paper  which  goes  with  them  are  recommended 
as  most  satisfactory. 

Cards  need  to  be  filed  in  a  tray  or  pasteboard  box  into  which 
they  fit.  Sheets  can  be  clipped  or  tied  together  and  when  not 
in  use  filed  in  some  such  way  as  that  recommended  for  pam- 
phlets and  clippings,  page  13 5. 


INDIANS 

American  Indians,  by  Frederick  Starr 

HOUSES 

Pueblo  houses  of  stone  and  adobe.     Admirably  built. — p.  7. 

"Long  House "  of  the  Iroquois  50  to  100  ft. ;  framework  of  poles, 
covered  with  bark;  no  windows;  doorway  at  each  end;  partitioned 
off  for  families. — p.  7-8. 

Mandans.  Good  houses,  circular,  framework  of  timbers,  covered 
with  earth  a  ft.  thick. — p.  n. 

Plains  Indians  invented  the  tent  after  getting  horses  from  the 
whites.  —  p.  12-14. 

DRESS 

Eastern  states  and  plains.  Clothes  of  tanned  and  dressed  skins. 
Hides  stretched,  scraped,  and  softened.  Five  principal  garments. 
Ornaments  of  beads,  bear  claws,  porcupine  quills,  etc.  —  p.  14-19. 

West.  Handsome  cotton  blankets  and  kilts  worn  by  Moki  and 
other  Pueblos.  Navajo  blankets  famous.  British  Columbia,  capes 
woven  of  cedar  bark.  Dresses  of  grass  worn  by  some  California 
women. — p.  20-1. 

CHILDREN 


NOTE   TAKING  113 

NOTE    TAKING    FROM    A    SINGLE    BOOK 

The  notes  reproduced  on  page  112  were  taken  from  American 
Indians,  by  Frederick  Starr.  These  notes  illustrate  how  to 
take  notes  when  only  one  book  or  magazine  article  is  used  as 
the  basis  of  the  notes.  Then  it  is  not  necessary  to  have  the 
notes  on  different  points  on  separate  sheets. 

NOTE   TAKING   FROM    SEVERAL   BOOKS    OR   ARTICLES 

On  this  and  the  following  page  are  samples  of  notes  taken 
by  a  student  in  reading  up  on  the  life  of  Thomas  Alva  Edison. 
Only  a  part  of  the  notes  that  were  taken  are  printed.  Other 
topics  or  points  on  which  notes  were  taken  are:  Edison  as  a 
telegrapher;  first  inventions;  electric  light;  electric  railway; 
miscellaneous  inventions;  methods  of  working  at  an  invention; 
anecdotes. 

It  will  be  seen  that  the  notes  were  taken  on  separate  sheets  for 
the  different  topics;  that  the  book  or  magazine  and  the  pages 
therein  from  which  each  note  is  taken  are  indicated ;  that  a  topic 
may  be  further  subdivided  by  means  of  paragraphs.  It  will  be 
noted  that  the  points  are  arranged  in  such  way  that  they  could 
be  used  in  giving  a  talk  on  the  life  of  Edison;  that  is,  they  are 
arranged  in  the  order  in  which  the  events  took  place.  While 
notes  are  being  made,  however,  they  may  be  arranged  alphabet- 
ically, so  that  they  can  easily  be  found  for  the  insertion  of 
additional  material  as  the  reading  in  different  books  or  articles 
proceeds. 

EDISON  Childhood 

Born  Milan,  O.,  Feb.  n,  1847.  Frail  health.  Did  not  do  well 
at  school.  Teacher  called  him  " addled."  His  mother,  a  former 
teacher,  took  him  out  of  school  and  taught  him  herself.  Interesting 
accidents.  Read  many  good  books.  Many  experiments  in  the 
cellar.  —  Meadowcroft:  Boy's  Life  of  Edison,  p.  12-23. 


114  THE   USE   OF   BOOKS    AND   LIBRARIES 

EDISON  Newsboy 

At  12,  newsboy  on  train  running  to  Detroit.  Spent  spare  time 
reading  in  the  Detroit  public  library,  mainly  on  the  subject  of  his 
experiments.  Became  interested  in  electricity.  Saved  life  of  child, 
and  the  father  offered  to  teach  him  telegraphy.  Set  car  on  fire  with 
experiments;  ears  boxed  (deafness);  discharged.  Other  stories  of  E. 
as  a  newsboy.  —  Meadowcrof t :  Boy's  Life  of  E.,  p.  23-54. 

"Grand  Trunk  Herald,"  only  paper  printed  on  a  train.  —  Harden: 
Stories  from  Life,  p.  123-4. 

Extracts  from  "G.  T.  H. "  —  Perry:  Four  American  Inventors, 
p.  213-16. 

EDISON  Motion  pictures 

Zoetrope  and  other  early  attempts.  1887,  E.  began  work  on  m.  p. 
Two  main  difficulties.  Kinetoscope.  First  m.  p.  shown.  Talking 
m.  p.  —  Meadowcroft :  Boy's  Life  of  E.,  p.  264-71. 

EDISON  The  man 

Success  due  to :  concentration ;  self-confidence ;  love  of  overcoming 
difficulties;  not  crying  over  "spilt  milk";  good  health. 

Sleeps  six  hours  or  less.  Says:  "I  don't  live  with  the  past;  I 
am  living  for  to-day  and  to-morrow.  I  am  interested  in  every  depart- 
ment of  science,  art,  and  manufacture.  I  read  all  the  time  on  .... 

all  things  that  are  making  for  progress  in  the  world In  this 

way  I  keep  up  to  date,  and  live  in  a  great  moving  world  of  my  own, 
and,  what's  more,  I  enjoy  every  minute  of  it. "-  — Meadowcroft :  Boy's 
Life  of  E.,  p.  318-26. 

A  visit  to  Edison  and  his  laboratory.  —  Drysdale:  The  Fast  Mail, 
p.  96-113. 

"He  [Edison]  suddenly  remarked  to  me,  'Adams,  I've  got  so  much 
to  do,  and  life  is  so  short,  that  I'm  going  to  hustle,'  and  with  that  he 
started  on  a  dead  run  for  his  breakfast."-  — Drysdale:  Helps  for  Ambi- 
tious Boys,  p.  296. 

Persistency  shown  by  search  for  electric  light  film.  — Mowry : 
First  Steps  in  the  History  of  Our  Country,  p.  312-13. 

When  E.  was  almost  ready  to  give  up. — Cur.  Opin.,  Jan.  '17, 
p.  18. 


NOTE   TAKING  115 

EXERCISE 

(i)  Make  notes  on  as  many  pages  of  some  book  of  travel  or  biog- 
raphy as  your  teacher  shall  direct.  (2)  Do  the  same  with  some  history 
book  or  book  treating  o£  plants  or  animals.  (3)  Present  to  your  teacher 
for  criticism  notes  made  from  a  textbook  which  you  are  now  studying. 
(4)  On  one  of  the  following  subjects,  or  on  some  subject  suggested  by 
your  teacher,  make  notes  from  several  books,  magazines,  etc.,  placing 
the  notes  on  each  point  on  different  sheets  or  cards  and  then  arrang- 
ing them  in  the  order  in  which  they  would  be  needed  for  making  a 
report  on  the  subject:  cotton;  corn;  Belgium;  Franklin;  history  of 
your  state;  Civil  War;  World  War;  birds;  submarines;  aeroplanes; 
Roosevelt;  wheat;  Lincoln;  George  Washington;  slavery;  prohibi- 
tion; Scotland;  France;  Woodrow  Wilson;  League  of  Nations.  (5) 
Talk  to  the  class  on  some  topic  on  which  you  have  taken  notes,  using 
the  notes  for  reference  while  you  are  talking.  Make  your  talk  as 
interesting  as  possible.  (6)  Would  you  prefer  to  take  your  notes  on 
cards  or  on  loose  sheets  of  paper,  if  you  had  to  rearrange  your  notes 
after  taking  them?  Give  your  reasons.  (7)  How  would  you  file  your 
notes  so  that  you  could  find  them  when  needed  even  though  you  had 
notes  on  many  different  subjects?  (8)  Look  over  the  notes  of  several 
other  pupils,  including  some  notes  that  are  especially  good,  so  as  to  get 
suggestions  for  your  own  note  taking. 


XXIV.     GOVERNMENT 

REFERENCE 

The  government  of  the  town,  village,  city,  state,  and  nation 
should  be  so  conducted  that  everyone  may  be  secure  in  his  rights 
and  so  that  the  greatest  good  will  come  to  the  greatest  number. 
Many  questions  must  be  discussed  and  settled  for  this  to  be 
brought  about.  To  the  end  that  such  public  questions  may  be 
properly  understood  and  properly  settled,  people  must  be  able 
to  learn  what  the  facts  are  with  regard  to  such  matters  as  taxes, 
police,  schools,  army,  navy,  immigration,  money,  railroads, 
patents,  copyrights,  elections,  graft,  civil  service,  etc.  This 
means  that  people  should  be  able  to  use  the  best  reference 
sources  on  such  questions. 

You  will  be  doing  a  patriotic  duty  by  learning  well  how  to 
find  information  relating  to  governmental  matters,  both  state 
and  federal. 

Reference  books.  The  following  reference  books  are  of 
value  in  the  study  of  government: 

Yearbooks.  There  are  a  number  of  good  yearbooks.  The 
best  known  is  perhaps  the  World  Almanac.  Yearbooks  give 
much  up-to-date  information  on  government  and  politics.  Look 
over  briefly  the  lesson  on  yearbooks  on  pages  35-36.  Examine 
a  yearbook  as  to  information  on  elections,  platforms  of  political 
parties,  and  the  like. 

Encyclopedias.  On  which  of  the  topics  named  in  the  first 
paragraph  under  "Reference"  above  could  you  very  likely  find 
information  in  a  genefal  encyclopedia?  Briefly  look  over  the 
lesson  on  encyclopedias  on  pages  29-32,  with  special  reference 

116 


GOVERNMENT  117 

to  finding  information  on  matters  that  have  to  do  with  good 
government. 

How  could  you  judge  the  up-to-dateness  of  the  information 
in  an  encyclopedia? 

State  manuals.  Quite  likely  your  state  government  issues 
every  year  or  two  a  book  which  gives  the  latest  information 
about  the  state  government.  Be  sure  to  look  over  the  latest 
edition  of  such  a  book  issued  by  your  state  and  study  carefully 
what  information  it  contains.  Note  whether  or  not  it  has  a 
good  index  so  that  the  contents  are  made  readily  available. 
See  the  section  on  "State  Manuals,"  pages  132-133. 

Cyclopedia  of  American  Government.  This  is  an  exceptionally 
good  reference  source  in  government.  Though  it  is  rather  difficult 
for  upper-grade  pupils,  it  is  well  to  become  acquainted  with  its 
merits  by  making  use  of  it  at  least  occasionally. 

Congressional  Directory.  For  each  session  of  Congress  there 
is  prepared  what  is  known  as  the  Congressional  Directory.  This 
contains  much  valuable  up-to-date  material  on  the  various 
departments  of  the  national  government,  especially  in  regard 
to  Congress.  A  copy  should  be  ordered  for  the  school  in  the 
month  of  December  each  year;  for,  as  you  know,  Congress 
assembles  annually  on  the  first  Monday  in  December.  Appli- 
cation should  be  made  to  your  member  of  Congress. 

Dictionary.  Words  used  in  discussions  of  governmental 
matters  are  of  .course  defined  in  the  dictionary.  Frequently 
people  misunderstand  one  another  in  political  discussions  because 
they  have  different  understandings  of  what  the  terms  which 
they  employ  mean.  In  such  cases  more  frequent  use  of  the 
dictionary  would  be  of  considerable  importance. 

Manuals  of  parliamentary  practice.  To  know  how  to  pre- 
side at  public  meetings,  how  to  "make  a  motion,"  how  to  bring 


n8  THE   USE   OF   BOOKS  AND   LIBRARIES 

a  question  to  a  vote  without  further  discussion,  etc.,  is  an  impor- 
tant part  of  everyone's  education  in  a  country  like  ours,  where 
the  people  rule.  The  most  commonly  used  manual  referred  to 
as  the  guide  in  such  matters  at  the  present  time  is  Robert's 
Rules  of  Order. 

Under  the  guidance  of  your  teacher,  learn  how  to  use  Robert's 
Rules  of  Order,  or  some  other  manual  of  parliamentary  practice. 

Shelf  books.  What  class  number  is  given  to  books  on 
government  in  the  table  on  pages  44-45  ?  Locate  these  books  on 
the  shelves  of  the  library.  Look  at  some  of  the  books  so  as  to 
get  a  general  idea  of  their  contents.  Especially  important  is 
it  that  such  books  should  be  up  to  date  and  should  have  good 
indexes. 

Card  catalog.  As  in  other  subjects,  the  material  on  govern- 
ment in  the  shelf  books  is  to  a  considerable  extent  made  available 
by  means  of  the  card  catalog  You  are  likely,  for  example,  to 
find  such  entries  as  Immigration;  U.  S. — Politics;  Civil  service; 
Tariff;  U.  S. — Army;  Taxes;  etc. 

Magazine  indexes.  Magazines  frequently  have  articles  on 
government  and  politics.  These  are  made  available  by  means 
of  the  Readers'  Guide  to  Periodical  Literature,  Poolers  Index, 
and  the  indexes  to  the  magazines  printed  with  each  volume. 
Fuller  information  is  given  in  the  lesson  on  magazines,  pages 
99-109. 

Pamphlets  and  clippings.  A  good  collection  of  pamphlets 
and  clippings  such  as  that  described  on  pages  134-135  will  con- 
tain material  on  government  and  politics.  Many  newspaper 
clippings  should  be  made  of  articles  relating  to  such  matters. 
Among  material  especially  desirable  would  be:  platforms  of 
political  parties;  messages  of  the  President  to  Congress  and  of 
the  Governor  to  the  Legislature;  political  addresses;  editorials 
on  political  topics;  facts  and  figures  relating  to  taxation;  army, 
navy,  foreign  commerce,  etc. 


GOVERNMENT  1 19 

EXERCISE 

(Do  not  make  use  of  textbooks) 

(i)  What  is  meant  by  a  tariff  for  revenue?  (2)  According  to  the 
latest  Congressional  Directory,  how  many  senators  and  how  many 
representatives  are  there  in  Congress?  (3)  Find  a  list  of  the  present 
members  of  the  President's  cabinet.  (4)  What  is  meant  by  the  previous 
question  in  parliamentary  practice?  Find  the  rale  which  governs  in 
such  a  matter.  (5)  Find  a  copy  of  the  latest  platform  of  the  political 
party  to  which  the  President  belongs.  (6)  Find  a  copy  of  the  latest 
state  platform  of  the  political  party  to  which  the  governor  of  your 
state  belongs.  (7)  Find  and  read  an  account  of  civil  service  reform 
in  the  government  of  the  United  States.  (8)  Find  a  copy  of  the 
Constitution  of  the  United  States  which  contains  all  of  the  amend- 
ments. (9)  Find  and  read  a  short  account  of  the  United  States 
income  tax.  (10)  Find  and  read  a  short  biographical  sketch  of  the 
member  of  Congress  from  your  district. 

GENERAL    READING 

Your  study  of  newspapers  (pages  83-98)  will  be  of  service  to 
you  in  reading  which  has  to  do  with  your  privileges  and  duties 
as  a  citizen.  So  with  magazines  (pages  99-109).  The  main 
purpose  in  such  reading  should  be  to  learn  what  the  facts  really 
are,  not  what  the  reader  prefers  that  they  should  be.  In  order 
not  to  be  misled  as  to  facts  and  right  conclusions,  it  is  well  to 
form  the  habit  of  reading  newspapers  and  magazines  which  take 
opposite  sides  on  public  questions. 

Biographies  of  men  and  women  who  have  rendered  valuable 
services  to  their  country  give  insight  into  the  duties  and  respon- 
sibilities of  citizenship.  See  list  of  biographies  on  pages  168-170. 

On  page  1 64  are  listed  books  which  provide  interesting  general 
reading  relating  to  government. 

There  is  also  some  fiction  dealing  with  subjects  having  to 
do  with  good  citizenship.  The  titles  under  "Civics  —  Fiction" 
on  pages  164-165  are  examples  of  such  fiction. 


XXV.     THE  DICTIONARY:     FOURTH  SERIES 

QUOTATIONS  IN  THE  DICTIONARY 

It  is  often  difficult  and  frequently  impossible  to  tell  by 
means  of  a  definition  exactly  what  a  word  means.  In  such 
cases  the  meaning  can  be  made  clear,  at  least  to  an  extent,  by 
means  of  a  sentence  or  phrase  containing  the  word.  For  example, 
we  can  illustrate  one  meaning  of  the  word  fate  by  means  of  the 
sentence,  ' '  It  is  the  fate  of  all  to  die. "  Quotations  are  frequently 
used  for  this  purpose  in  dictionaries. 

In  the  reproduction  from  the  dictionary  on  page  126,  note 
that  the  meaning  of  the  noun  credit  numbered  4  is  illustrated 
by  the  quotation  from  Cowper: 

John  Gilpin  was  a  citizen 
Of  credit  and  renown. 

Find  several  other  quotations  for  the  same  word  in  the  same  repro- 
duction. Pay  particular  attention  to  those  which  you  best  understand. 
Note  how  the  quotations  help  to  make  clear  the  meaning. 

EXERCISE 

Find  a  quotation  in  the  dictionary  for  each  one  of  at  least  five  of 
the  words  below.  When  you  find  several  quotations  for  the  same  word, 
select  the  one  that  is  clearest  to  you.  Make  notes  so  that  you  can  give 
(i)  the  definition;  (2)  the  quotation;  (3)  the  name  of  the  author  quoted: 

earth;  hunt  (v.  t.);  flatter;  rathe;  lief;  rude;  woe;  vengeance; 
beckon;  quoth. 

DERIVATION  OF  WORDS  TOLD  IN  THE  DICTIONARY 

The  English  language  as  spoken  today  is  quite  different 
from  what  it  was  a  few  hundred  years  ago.  It  has,  in  fact, 
changed  considerably  within  the  past  hundred  years.  Like  all 

120 


THE   DICTIONARY:    FOURTH   SERIES  121 

living  languages,  the  English  language  is  continually  changing. 
You  have  learned  that  words  formerly  but  not  now  in  use  are 
said  to  be  obsolete  (page  61).  On  nearly  every  page  of  an 
unabridged  dictionary  you  will  find  words  or  definitions  of  words 
marked  obsolete. 

And  while  some  words  and  meanings  of  words  become  obso- 
lete, new  words  and  new  meanings  of  old  words  are  continually 
being  added  to  the  language.  This  was  strikingly  exemplified 
in  the  World  War.  Think  of  a  number  of  new  words  added 
to  the  language  during  this  war. 

The  following  new  words  and  words  with  new  definitions 
added  during  the  World  War  may  be  mentioned :  Anzac ;  battle- 
plane; Bolsheviki;  camouflage;  No  Man's  Land;  poilu;  tank. 
Define  each  and  explain  its  connection  with  the  World  War. 

Inventions  and  discoveries  are  responsible  for  many  new 
words.  Among  such  are:  aeroplane;  motorcycle;  radium; 
phonograph;  X-rays;  garage;  Zeppelin.  Connect  each  of  these 
words  with  a  discovery  or  invention. 

An  up-to-date  unabridged  dictionary  tells  us  something 
about  the  origin  of  every  word  in  the  language.  By  learning 
to  make  use  of  this  feature  of  the  dictionary,  you  will  frequently 
find  information  of  interest  and  value  relating  to  words.  The 
dictionary  tells  us,  for  example,  that  the  word  sneak  comes  from 
an  old  English  word  meaning  to  creep;  that  manger  is  from  a 
French  word  meaning  to  eat;  that  mob  is  derived  from  a  Latin 
word  which  means  movable  (that  is,  a  mob  may  be  looked  upon 
as  a  group  of  people  who  are  easily  moved  or  led  to  commit 
acts  of  violence) ;  that  pen  is  from  the  Latin  word  penna,  mean- 
ing a  feather  (why  ?) ;  that  thimble  is  from  an  Anglo-Saxon  (Old 
English)  word  meaning  thumb;  that  umbrella  is  from  an  Italian 
word  which  comes  from  a  Latin  word  meaning  a  shadow. 

How  do  you  explain  the  connection  between  the  deriva- 
tion and  the  present  meaning  of  the  words  mentioned  in  the 


122  THE   USE   OF   BOOKS  AND   LIBRARIES 

preceding  paragraph  ?    The  foregoing  explanation  of  the  deriva- 
tion of  the  word  mob  is  an  illustration. 

EXERCISE   I 

The  information  in  regard  to  the  derivation  of  words  is  given  in 
brackets  in  most  dictionaries.  Look  in  the  dictionary  and  notice  this 
feature.  Pay  special  attention  to  what  is  given  last  in  the  brackets. 
The  language  and  word  from  which  the  word  first  started,  so  far  as 
known,  are  given  last.  The  English  word  may  come  from  a  French 
word,  the  French  word  from  a  Latin  word,  and  the  Latin  word  from  a 
Greek  word.  The  Greek  word  would  then  be  printed  last  in  the 
bracketed  part  explaining  the  derivation  of  the  English  word. 

Find  in  the  dictionary  the  derivation  of  the  following  words;  make 
notes  and  be  ready  to  recite  upon  them  with  your  notes  in  hand: 

wigwam;  calico;  bowie  knife;  gorilla;  kidnap;  silly;  mustang; 
ninny ;  salary ;  tobacco. 

PREFIXES 

You  have  doubtless  noticed  that  there  are  syllables  at  the 
beginnings  of  words  that  seem  to  have  certain  definite  meanings 
in  whatever  words  they  occur.  For  example,  the  syllable  in 
in  the  word  incomplete  means  not;  and  so  incomplete  means  not 
complete.  We  find  the  same  syllable  in  such  words  as  insecure, 
inconsistent,  inconvenient,  etc.  Name  some  other  words  with 
the  beginning  syllable  in  in  which  it  means  not. 

Such  syllables  at  the  beginnings  of  words  are  called  prefixes. 

EXERCISE    2 

Notice  the  prefixes  in  the  following  words;  make  up  your  mind  as 
to  what  each  of  them  means,  then  turn  to  the  dictionary  and  see  whether 
or  not  you  were  right  in  your  conclusions: 

(i)  circumnavigate,  circumference,  cirumpolar,  circumscribe ;  (2) 
wnfriendly,  unreliable,  unable;  (3)  postscript,  postpone;  (4)  antidote, 
antitoxin,  antislavery ;  (5)  review,  ^collect,  refresh,  renew. 

Find  in  the  dictionary  what  each  of  the  following  prefixes  means 


THE   DICTIONARY:    FOURTH   SERIES  123 

and  what  language  it  comes  from;  give  one  word  in  which  each  occurs, 
and  define  each  such  word: 

(i)  inter-;    (2)  non-;    (3)  poly-;    (4)  hemi-;    (5)  mis-;    (6)  semi-; 

(7)  bi-;    (8)  contra-;    (9)  peri-;    (10)  trans-. 

SUFFIXES 

There  are  many  words  which  have  one  or  more  syllables  at  the 
end  of  the  word,  which  syllables  are  called  suffixes;  for  example, 

eer  in  auctioneer,  volunteer,  privateer. 

EXERCISE  3 

In  the  following  list  of  words  tell  as  nearly  as  you  can  from  the 
meanings  of  the  words  what  each  suffix  means.  Then  consult  the  dic- 
tionary and  see  how  nearly  right  your  answers  are. 

(i)  the  suffix  less  in  godless,  hopeless,  helpless;  (2)  ward  in  back- 
ward, eastward,  heavenward;  (3)  fy  in  beautify,  terrify,  Frenchify; 
(4)  or  in  actor,  surveyor,  conductor;  (5)  ly  in  manly,  queenly,  fatherly. 

Find  in  the  dictionary  the  definitions  of  the  following  suffixes  and 
what  language  each  is  derived  from;  also  name  and  define  one  word 
in  which  each  suffix  occurs: 

(i)  -let;   (2)  -ite;   (3)  -graph;   (4)  -ful;   (5)  -ling;   (6)  -ism;   (7)  -ion; 

(8)  -ize;    (9)  -gram;    (10)  -en. 

DERIVATIVES 

Consider  of  what  parts  the  word  unlawful  consists.  The 
first  part  is  the  prefix  un-;  the  last  part,  the  suffix  -ful;  and 
between  the  prefix  and  suffix  is  the  part  which  we  may  call 
the  stem  (or  radical),  namely,  law.  You  of  course  know  that 
the  word  unlawful  means  not  according  to  law.  Which  part 
means  not?  Which  part  means  according  to? 

Many  words  consist  of  a  stem  (or  radical)  together  with  a 
suffix  or  prefix  or  both.  Words  thus  formed  are  called  deriva- 
tives. The  exercise  on  page  125  is  intended  to  give  you 
some  training  in  finding  what  the  parts  of  such  words  mean  and 
what  languages  they  come  from. 


124  THE   USE   OF   BOOKS  AND   LIBRARIES 

Explanation.  Note  the  parts  of  the  following  words:  credit; 
credible;  credulous;  discredit.  You  readily  see  that  the  stem  of 
each  of  these  words  is  cred.  What  does  cred  mean  and  what 
language  does  it  come  from?  The  dictionary  gives  this  infor- 
mation. 

cred'it  (-It),  n.  [fr.  P.,  fr.  L.  credilnm  loan,  prop.  neut.  of 
creditus,  p.  p.  of  credere  to  trust,  lend,  believe.]  1.  Re- 
liance on  the  truth  or  reality  of  something  ;  belief  ;  faith. 
2.  Quality  of  being  generally  believed  or  worthy  of  belief, 
trustworthiness.  3.  Something  credited,  or  believed.  Obx. 
&  R.  4.  Reputation;  esp.,  good  reputation.  5.  That  which 
procures,  or  adds  to,  reputation.  6.  Commerce.  Trust  given 
or  received;  mercantile  reputation  entitling  one  to  be  trust- 
ed. 7.  Bookkeeping,  a  Entry,  in  an  account,  of  a  payment 
or  other  value  received  from  an  individual  or  from  an  ac- 
count, b  The  side  (right-hand)  of  an  account  on  which  such 
entries  are  made.  8.  Balance  in  a  person's  favor  in  an  ac- 
count. —  v.  t.  1.  To  confide  in  the  truth  of;  believe.  2.  To 
bring  into  credit;  to  bring  honor  or  repute  upon.  3.  Book- 
keeping. To  enter  on  the  credit  side;  give  credit  for.  4.  To 
give  credit  for ;  attribute  or  ascribe  (to  or  with). 
Syn.  CREDIT,  ACCREDIT.  To  CREDIT  is  to  believe ;  to  AC- 
CREDIT, to  invest  with  credit  or  authority ;  aa,  to  credit  a 
legend ;  an  accredited  agent. 

cred'it,  1  kred'it;  2  crSd'it.  Id.  vt.  1.  To  give  credit  to  or 
for;  believe;  accept  as  true.  2.  To  believe  (one)  the 
possessor  of  something:  followed  by  with.  II.  n.  1. 
Belief  in  the  truth  of  a  statement  or  in  the  sincerity  of 
a  person;  trust.  2.  Reputation  for  trustworthiness; 
character;  repute.  3.  Title  to  praise  or  esteem;  honor 
4.  In  bookkeeping,  amount  in  one's  favor,  or  the  entry 
or  record  of  it.  5.  Reputation  for  solvency  and  probity 
[<  L.*CTeditum,ortK.  <  credo,  believe.] 

Syn.:  (verb)  see  TRUST;  (noun)  see  BELIEF;  FAITH;  FAME. 
—  cred"lt-a-bil'l-ty,     n.      cred'it-a-bl  e-ness:>-.— 
cred'lt-a-bl(ep,a.     Deserving  or  reflecting  credit;  praise- 
worthy; meritorious.— cred 'it-a-bly,  adv.-—  crcd'I-tor,  «. 
One  to  whom  another  is  pecuniarily  indebted. 

You  will  find  by  looking  at  the  parts  in  brackets  in  the  dic- 
tionary excerpts 1  on  pages  124,  126,  and  127  that  the  word  credit 
comes  from  the  Latin  word  credere,  meaning  to  believe.2  The 
stem  cred  has  been  formed  by  dropping  the  ending  ere  from 
credere.  Note  how  this  fundamental  meaning  of  to  believe 
belongs  in  the  definition  of  each  of  the  above  words  built  on 
the  stem  cred.  We  give  a  man  credit  because  we  believe  he 
will  pay.  A  story  is  credible  which  is  believable.  A  person  is 

1  The  excerpt  on  page  126  is  taken  from  Webster's  New  International  Dictionary,  copyright  1909, 
1913,  by  G.  &  C.  Merriam.     That  on  page  127  is  from  the  New  Standard  Dictionary,  copyright  by 
Funk  &  Wagnalls.     The  first  excerpt  on  page  124  is  from  Webster's  Secondary  School  Dictionary, 
copyright  1913,  by  G.  &  C.  Merriam;    the  second  is  from  the  High  School  Standard  Dictionary, 
copyright  by  Funk  &  Wagnalls.     All  used  by  permission. 

2  The  word  credo,  from  which  credit  is  derived  according  to  the  second  excerpt  above,  is  only 
another  form  of  the  word  credere;   credo  means  I  believe. 


THE    DICTIONARY:    FOURTH    SERIES  125 

credulous  who  believes  too  easily.     A  person  is  discredited  when 
we  no  longer  have  any  faith  or  belief,  in  him. 

EXERCISE  4 

By  consulting  the  dictionary,  find  from  what  word  in  what  lan- 
guage each  of  the  words  in  the  next  to  the  last  paragraph  on  this  page 
is  derived  and  what  the  stem  word  means.  Look  up  the  definitions  of 
the  prefixes  and  suffixes  when  necessary.  Then  be  ready  to  define  each 
word  in  such  a  way  as  to  bring  out  the  meaning  of  the  stem  and  other 
parts  of  the  word. 

For  example,  by  consulting  the  dictionary,  we  learn  that  the  word 
illegal  comes  from  the  Latin  word  lex,  meaning  law,  and  the  suffix  al, 
meaning  according  to,  and  the  prefix  il,  meaning  not.  So  the  word 
illegal  means  not  according  to  law.  You  may  ask  how  the  stem  leg 
can  come  from  lex.  One  of  the  forms  of  the  word  lex  is  legis,  and  it 
is  from  that  form  that  the  stem  leg  comes.  The  form  legis  means 
of  law,  somewhat  as  in  English  law's  means  of  or  belonging  to  law,  as 
in  the  phrase  "the  law's  delay."  This  means  the  delay  of  the  law.  In 
Latin,  Greek,  and  most  other  languages  there  are  many  more  forms 
of  the  same  word  than  in  English. 

If  the  Greek  words,  from  which  many  English  words  are  derived,  are 
given  in  the  Greek  letters,  do  not  attempt  to  read  them,  but  simply 
give  the  meaning  of  the  word  or  words  from  which  the  English  word 
comes.  For  example,  the  word  hippopotamus  comes  from  a  Greek  word 
meaning  horse  and  another  Greek  word  meaning  river.  So  a  hippo- 
potamus is  literally  a  river  horse.  This  animal  got  such  a  name  from 
the  fact  that  it  lives  in  rivers  and  can  be  imagined  to  be  some  kind  of 
a  horse. 

(i)  biped,  quadruped,  peddler;  (2)  primer,  primary;  (3)  decapitate; 
(4)  percentage,  centipede;  (5)  subtract,  retract;  (6)  telescope,  tele- 
gram; (7)  fraction,  fracture;  (8)  thermometer,  barometer;  (9)  hippo- 
drome; (10)  annual,  annuity. 

Look  up  the  derivation  of  two  words  of  your  own  choosing  and  report 
upon  them  in  class.  In  order  to  make  an  interesting  report,  you  should 
look  up  quite  a  number  of  words  and  then  select  those  two  for  report- 
ing upon  which  seem  to  you  to  be  the  most  interesting. 


126  THE   USE   OF   BOOKS   AND   LIBRARIES 


cretl'it  (-Tt),  n.  [F.  credit  (cf .  It.  credito),  L.  creditum  loan, 
prop.  ncut.  of  creditus,  p.  p.  of  credere  to  trust,  loan,  be- 
lieve. See  CREED.]  1.  Reliance  on  the  truth  or  reality  of 
something  ;  belief ;  faith  ;  trust. 

AVhen  Jonathan  and  the  people-  heard  these  words  they  gave  no 
frr'lit  unto  them,  nor  received  them.  1  J/ucc.  x.  46. 

2.  Quality  of  being  generally  believed  or  of  being  worthy 
of  belief  or  trust ;  trustworthiness  ;  credibility  ;  also,  right 
to  be  believed  ;  authority  causing  belief. 

The  thins?  which  we  properly  believe,  be  only  such  as  aro  re- 
ceived on  the  credit  of  divine  testimony.  Houker. 

3.  Something  credited,  or  believed;  a  believed  report. 
Obs.  &  R.  Shak. 

4.  Reputation;  now,  usually,  favorable  reputation;  esteem; 
honor;  good  name  ;  estimation. 

John  Gilpm  was  a  citizen 

Of  creitil  and  renown.  Cowper. 

3.  Influence  or  power  derived  from  the  confidence  of  others 
or  from  one's  character  or  reputation. 

Having  credit  enough  with  his  master  to  provide  for  his  own 
interest.  Clarendon. 

6-  That  which  procures,  or  adds  to,  reputation  or  esteem  ; 
honor,  as  for  the  performance  of  some  meritorious  act ;  as, 
he  took  no  c-.-tdit  for  having  done  so  well ;  that  does  credit 
to  you  ;  also,  a  source  of  honor  ;  as,  to  be  a  credit  to  one's 
family. 

I  published,  because  1  was  told  I  might  please  such  as  it  wss  a 
erf ilit  to  plea>e.  Popr. 

7.  Responsible  care  ;  charge  ;  trust.  Obs. 
8  Com.  Trust  given  or  received;  expectation  of  future 
payment  for  property  transferred,  or  of  fulfillment  of  prom- 
ises given  ;  the  relation  existing  between  one  person  and 
another  who  trusts  in  him  to  pay  or  render  something  in 
the  future;  mercantile  reputation  entitling  one  to  be 
trusted  ;  as,  to  buy  goods  on  <-r«tit. 

Crtdii  is  nuthiug  but  the  expectation  of  monty,  within  some 
limited  time.  Locke. 

9.  The  time  given  for  payment  for  lands  or  goods  sold  on 
trust ,  as,  a  long  <.m/»for  a  short  credit. 

10.  Booikefping.  a  Acknowledgment  of  payment  by  en- 
tering in  an  account,    to  The  side  of  an  account  on  ^hich 
are  entered  all  items  reckoned  as  values  received  from  the 
party  or  the  category  named  at  the  head  of  the  account ; 
also,  any  one,  or  the  sum,  of  these  items.  —  the  opposite 
of  debit ,  as,  this  sum  is  carried  to  one's  crtd  I,  and  that  to 
his  debit ;  A  has  several  tied  its  on  the  books  of  B. 

11.  The  balance  in  a  person's  lavor  in  an  account ;  also, 
an  amount  or  limit  to  the  extent  of  which  a  person  n.ny  re- 
ceive goods  or  money  on  trust ;  specif.,  an  amount  or  sum 
placed  at  a  person's  disposal  b>  a  bank. 

12.  A  sum  which  the  administration  is  empowered  by  vota 
of  Parliament  to  borrow  and  expend  in  anticipation  of  tha 
amount  voted  in  the  Annual  Estimates.    Eng.     Off.  E.  D. 
Syn.  —  See  CREDENCE. 

Cred'lt  (kl?d'It),  V.  t.  ,  CRED'1T-ED  ;  CRED'IT-INO.    1.  To COH- 

fide  in  the  truth  of ;  to  give  credence  to  ,  to  put  trust  in ; 
to  believe ,  as,  to  ciedit  a  story  or  its  author. 

2.  To  bring  into  credit;  specif.  :  a  To  make  credibte ;  to 
accredit.    JKnre.    to  To  bring  honor  or  repute  upon  ;  to  do 
credit  to;  to  raise  the  estimation  of 

You  crulu  the  church  nc  much  l.y  your  government  as  you  did 
the  school  formerly  by  your  wit.  Statin, 

3.  Com.  To  give  credit  to ;  specif. :  a  To  sell  goods  to  on 
credit.     Obs.    to  Bookkeeping.  To  enter  upon  the  credit 
eide  of  an  account ;  to  give  credit  lor ,  as,  to  credit  to  a  man 
the  amount  paid  ;  to  place  to  the  credit  of ;  as,  to  ciedit  a 
debtor  with  an  amount  paid. 

4.  To  give  credit  for  ;  to  attribute  or  ascribe  to  or  icith. 
Grove.  Helmholtz.  and  Meyer,  are  more  than  any  others  to  be 

cmlittrf  with  the  clear  enunciation  ol  this  doctrine.  AtU'tiian. 
6.  To  intrust.  Obs. 

Syn.  —  CREDIT,  ACCREDIT.  To  CREDIT  is  to  believe ;  to  AC- 
CREDIT (in  present  usage),  to  invest  with  credit  or  author- 
ity ;  as.  to  credit  (i.  e.,  believe)  a  legend,  to  arcrtait  (i.  e., 
vouch  for,  as  by  evidence)  a  legend ;  an  accredited  agent. 

How  bhall  they  crtdit 

A  poor  unlearned  virgin  1  SaOK. 

I  am  better  pleased  indred  that  he'censures  some  things,  than  I 
should  have  been  with  unmixed  commendation,  lor  his  censure 
will  (to  use  the  new  diplomatic  term)  accrtdii  his  praises. 

Cowper, 


THE    DICTIONARY:    FOURTH   SERIES  127 


cred'it*  n.  1.  Belief  in  the  truth  of  a  statement  or  in 
the  sincerity  of  a  person;  trust;  faith;  as,  to  give  credit 
to  a  newspaper  report.  2.  Reputation  derived  from 
the  confidence  of  others;  title  to  trust  or  belief;  char- 
acter; repute;  as,  a  witness  of  the  highest  credit  for 
veracity.  3.  One  who  or  that  which  adds  honor  or 
reputation;  title  to  praise  or  esteem;  honor;  as,  a 
student  who  is  a  credit  to  his  class. 

The  colonel  claimed  the  credit  of  having,  by  his  diplomacy,  per- 
suaded the  sachem  to  bury  the  hatchet. 

IRVING  Washington  vol.  i.  p.  333.  [o.  p.  p.  1861.1 

4.  Influence  derived  from  the  good  opinion  or  con- 
fidence of  others;  interest;  as,  he  has  credit  at  court.  5. 
(1)  In  bookkeeping,  the  entry  in  account  of  any  amounfc 
paid  by  a  debtor  on  account  of  his  debt;  the  amount  so 
entered.  (2)  That  side  of  an  account  upon  which  are 
recorded  values  received.  It  is  the  right«hand  side  aid 
opposed  to  the  debit  side.  6.  In  commerce  and  finanre: 

(1)  Transfer  of  property  on  promise  of  future  payment. 

(2)  Reputation  for  solvency  and  probity;  the  degree 
of  confidence  in  the  ability  and  disposition  of  an  indi- 
vidual, a  firm,  corporation,  or  government,   to  fulfil 
financial  obligations .     (3)  The  amount  to  vrhich  a  per- 
son, corporation,  or  business  house  may  be  financially 
trusted  in  a  given  case. 

Commercial  credit  is  <\n  estimate  of  the  ability  and  disposition 
of  the  individuals,  firms  or  corporations  to  meet  business  ougaee— 
merits.  It  was  formerly  based  chiefly  on  (1)  reputation,  and  (.2) 
capital  in  business,  but  the  establishment  of  themereantilo  agency 
has  rendered  necessary  a  restatement  of  the  bas^s  of  '•omraercial 
credit,  to  wit:  (1)  A  close  approximation  to  character;  *2>  total 
net  worth,  the  element  of  contingent  liabilities  being  considered, 
and  (3 1  ether  facts  bearing  on  the  probability  of  success  or  failure 
in  business.  Bratistrect's  Weekly  INew  Yorkl  Feb.  II.  1893.  p.  82. 
7.  An  item  of  public  expenditure  authorized  by  the  leg- 
islature, especially  of  Continental  countries;  an  appro- 
priation. In  England,  the  money  which  Parliament  allows 
the  administration  to  borrow  and  spend  in  anticipation  of 
the  amount  voted  in  the  annual  estimates.  8.  A  defi- 
nite amount  of  moneyorder  funds,  in  the  custody  of  the- 
postmaster  of  New  York  city,  against  which  some-- 
other postmaster  is  authorized  to  draw  drafts  for  the- 
payment  of  moneyorders.  9.  Banking.  An  amount- 
placed  by  a  bank  at  a  customer's  disposal  against 
which  he  may  draw.  10t«  Something  credited,  as  3- 
report.  [  <  F.  credit,  <L.  creditum,  orig.  neut.  of  credi- 
tus,  pp.  of  credo,  believe.]  Syn.:  see  FAITH;  FAME.—  blank 
credit,  permission  to  draw  to  a  given  amount  upon  a  firm, 
or  individual.—  book  c.,  the  amount  credited  to  a  person's 
account,  as  in  a  ledger.— c.  bureau,  see  MERCANTILE 
AGENCY.— c.  entry  (Bookkeeping),  any  item  entered  on 
the  credit  side:  in  an  account  or  ledger  opposed  to  debit 
entry.- Cre'"dit'  Fon"cier',  1  kre'di'  feh'sye';  2  cre/di' 
Jon'sye/  IF.],  a  credit  institution  which  makes  loans  on  the- 
security  of  real  estate;  specifically,  an  agricultural  banking 
corporation  in  France  whose  loans  are  repaid  in  terminable- 
annuities.- c.  Item  (Bookkeeping),  an  entry  on  the  credit. 
side.— Credit  Lyonnais,  see  LYONNAIS.— e.*man,  n. 
IU.  S.)  One  who  has  charge  of  the  credit  department  in 
a  wholesale  house,  and  has  authority  to  say  how  muck 
credit  should  be  granted  customers,  c.iderkt.—  Cre"— 
dit'  Mo"bl"lier',  1  kre'dl'  mo'brye';  2  ore"di'-mo'bi'- 
yfi'  [F.],  a  financial  institution  incorporated  in  France  ia 
1852  for  placing  investments  on  security  of  personal  prop- 
erty and  for  general  financial  operations;  also,  any  one 
of  various  similar  corporations,  as  that,  chartered  in  Penn- 
sylvania, which  in  1863  undertook  the  construction  of  tna 
"Union  Pacific  Railroad.—  e.'Slip,  n.  [Brit.]  A  deposit* 
slip.—  c.sunlon,  n.  An  association  formed  for  the  purpose 
of  lending  money  to  or  obtaining  credit  for  its  members  on 
the  security  of  their  real  or  personal  property.—  letter  of  c., 
a  commercial  instrument  issued  by  a  merchant  or  banker 
authorizing  the  bearer  to  draw  money  from  other  bankers 
or  merchants,  or  obtain  goods  on  the  credit  of  the  person 
or  firm  issuing  the  letter.—  open  c.,  a  credit  given  to  a 
customer  at  a  bank  or  in  trade  against  which  he  may  draw 
without  security.—  paper  c.,  credit  represented  by  some 
negotiable  instrument,  as  an  I.  O.  U.,  etc. 


10 


XXVI.     PUBLIC   DOCUMENTS 

UNCLE    SAM    AS    A    PUBLISHER 

Probably  the  greatest  publisher  in  the  world  is  our  own 
Uncle  Sam.  He  annually  prints  and  distributes  millions  of 
copies  of  publications  on  the  greatest  variety  of  subjects.  More- 
over, his  publications  are  usually  mailed  to  the  recipients  free  of 
cost. 

While  most  government  publications  are  in  the  form  of 
unbound  pamphlets,  yet  many  of  them  are  bound  in  cloth  or 
other  durable  material  and  are  attractively  illustrated.  They 
are  written  in  a  more  interesting  style  than  was  the  case  some 
years  ago;  and  they  are  among  the  most  accurate  and  reliable 
of  all  publications,  since  they  are  prepared  by  leading  specialists 
in  various  fields  of  knowledge. 

BY    WHOM    GOVERNMENT    DOCUMENTS    ARE    ISSUED 

The  government  publications,  as  a  rule,  are  issued  by  the 
executive  departments  and  their  bureaus  and  by  Congress. 
The  executive  departments  of  the  government  and  their  head 
officers  are: 

(i)  Department  of  State  (Secretary  of  State);  (2)  Depart- 
ment of  the  Treasury  (Secretary  of  the  Treasury);  (3)  Depart- 
ment of  War  (Secretary  of  War) ;  (4)  Department  of  Justice 
(Attorney  General);  (5)  Post  Office  Department  (Postmaster 
General) ;  (6)  Department  of  the  Navy  (Secretary  of  the  Navy) ; 

(7)  Department  of  the  Interior   (Secretary  of  the  Interior); 

(8)  Department    of    Agriculture    (Secretary    of    Agriculture) 

1  Before  the  study  of  this  lesson  is  begun,  the  public  documents  mentioned  on  pages  131-133 
should,  so  far  as  possible,  be  at  hand.  It  would  be  a  good  exercise  to  have  each  member  of  the 
class  send  for  one  or  more  of  the  documents  which  are  lacking. 

128 


PUBLIC  DOCUMENTS 


129 


(9)  Department    of    Commerce     (Secretary    of    Commerce); 

(10)  Department  of  Labor  (Secretary  of  Labor). 

These  departments  are  divided  into  bureaus,  each  of  which 
may  issue  publications.  Following  are  some  subjects  on  which 
government  publications  may  be  secured,  with  the  name  of  the 
bureau  issuing  them.  The  numbers  in  parenthesis  indicate  to 
what  department  each  bureau  belongs,  the  numbers  being  the 
same  as  those  in  the  preceding  paragraph. 


Agriculture  (8) 

Child  labor 

Education 

Fertilizers 

Fishes 

Forestry 

Health 

Hunting  and  fishin; 
Immigration  .  . 
Indians 


Labor 

Minerals 

i 

Plant  diseases 

Prices  and  cost  of  living 


Statistics . . 


...Children's  Bureau  (10) 

.  .  .Bureau  of  Education  (7) 

.  .  .  Bureau  of  Soils  (8) 

.  .  .  Bureau  of  Fisheries  (9) 

.  .  .  Forest  Service  (8) 

.  .  .  Bureau  of  the  Public  Health  Service  (2) 

.  .  .  Bureau  of  Biological  Survey  (8) 

.  .  .  Bureau  of  Immigration  (9) 

.  .  .Bureau  of  Ethnology 

(Smithsonian  Institution) 
.  .  .  Bureau  of  Labor  Statistics  (10) 
.  .  .  Geological  Survey  (7) 

Bureau  of  Mines  (7) 
.  .  Bureau  of  Plant  Industry  (8) 
Bureau  of  Labor  Statistics 
(10) ;  Bureau  of  Foreign 
and   Domestic   Commerce  (9) 
Bureau  of  the  Census  (9) 


There  are  many  other  bureaus  which  issue  publications,  the 
above  being  given  only  as  an  illustration  of  the  fact  that  differ- 
ent bureaus  print  and  distribute  material  relating  to  their  various 
fields  of  work. 

The  publications,  no  matter  by  what  department  issued,  are 
printed  by  the  Government  Printing  Office. 


130  THE   USE  OF   BOOKS  AND   LIBRARIES 

HOW    TO    SELECT    GOVERNMENT   DOCUMENTS 

From  the  Superintendent  of  Public  Documents  can  be  secured 
on  application  price  lists  of  government  documents  on  a  great 
variety  of  .subjects,  such  as  agriculture,  fishes,  Indians,  education, 
birds  and  wild  animals,  insects,  forestry,  plants,  roads,  weather, 
health,  army,  navy,  immigration,  farm  management,  etc.  There 
is  a  separate  price  list  for  each  subject.  These  price  lists  are 
convenient  for  use  in  selecting  and  ordering  public  documents 
even  in  the  case  of  those  documents  that  may  be  secured  free 
in  one  of  the  ways  told  about  farther  on  in  this  lesson.  The 
price  lists  may  be  obtained  on  application  to  the  Superintendent 
of  Public  Documents,  Washington,  D.  C.  A  list  of  the  price 
lists  available  should  first  be  sent  for  and  then  those  that  are 
wanted  may  be  ordered. 

Many  of  the  government  offices  print  lists  of  the  publications 
that  they  issue.  If  one  wants  to  select  documents  on  agri- 
culture, for  example,  one  may  send  to  the  Department  of  Agri- 
culture for  printed  lists  of  its  publications;  for  a  list  of  publi- 
cations on  education,  to  the  Bureau  of  Education;  etc. 

HOW  TO  OBTAIN  GOVERNMENT  DOCUMENTS 

Government  documents  may  often  be  secured  free  from  the 
department  or  bureau  issuing  them.  If  they  cannot  be  thus 
secured,  application  may  be  made  to  one's  congressman  or 
United  States  senator.  If  this,  too,  fails,  then  the  only  way 
to  get  the  particular  document  desired  is  to  purchase  it  from 
the  Superintendent  of  Public  Documents.  The  prices  of  the 
documents  sold  by  the  Superintendent  of  Public  Documents 
are  very  low.  They  may  be  learned  on  application  or  by  refer- 
ence to  the  price  lists  above  referred  to.  The  saving  'in  time 
and  trouble  by  ordering  direct  from  the  Superintendent  of  Public 
Documents  is  frequently  worth  more  than  the  small  charge 
made. 


PUBLIC   DOCUMENTS  131 

GOVERNMENT   DOCUMENTS    WITH    WHICH   ALL 
SHOULD    BE    ACQUAINTED 

Abstract  of  the  Census,  with  a  supplement  for  your  own  state. 
Issued  by  the  Census  Bureau;  a  new  issue  for  each  census. 

Statistical  Abstract.  Issued  annually  by  the  Department  of 
Commerce.  The  latest  edition  should  be  in  every  school  library. 

Congressional  Directory.  A  new  issue  for  every  session  of 
Congress.  This  should  be  ordered  annually  by  the  school  from 
the  congressman  in  December. 

Yearbook  of  the  Department  of  Agriculture.  -  Order  annually 
from  the  congressman. 

Farmer's  Bulletins.  Of  value  not  only  to  farmers,  but  also  to 
homekeepers  and  others.  Send  for  a  list  of  them  to  the  Depart- 
ment of  Agriculture  and  order  those  that  you  are  interested  in. 

Price  Lists  of  Public  Documents.  These  are  explained  above 
under  ''How  to  Select  Government  Documents." 

EXERCISE 

Use  the  above  government  publications  in  finding  answers  to  the 
following  questions.  Tell  in  each  instance  what  your  source  of  infor- 
mation is. 

(i)  When  and  where  was  the  congressman  from  your  district  born? 
(2)  What  was  the  price  per  pound  of  fine  wool  in  January  of  the  last 
year  for  which  you  can  find  the  figures?  (3)  How  many  people  in  your 
state  were  born  in  foreign  countries?  (4)  Name  a  government  publi- 
cation which  gives  information  about  milk  as  a  food  and  tell  by  what 
department  it  is  issued.  (5)  Who  is  the  ambassador  from  this  country 
to  Brazil?  From  Brazil  to  this  country?  (6)  Who  is  the  first  assistant 
postmaster  general  of  the  United  States?  (7)  Look  through  the  latest 
Yearbook  of  the  Department  of  Agriculture  and  select  the  article  therein 
that  most  interests  you.  (8)  How  many  Chinese  in  the  United 
States?  Is  their  number  in  our  country  increasing  or  decreasing? 
(9)  According  to  the  latest  statistics,  what  was  the  value  of  our  annual 


132  THE   USE  OF   BOOKS  AND   LIBRARIES 

exports   to    Japan?     The   value   of   our   imports   from   Japan?     (10) 
Find  a  list  of  the  justices  of  the  supreme  court  of  the  United  States. 

STATE    DOCUMENTS 

The  different  departments  and  institutions  of  the  various 
states  issue  in  the  aggregate  a  large  number  and  variety  of  use- 
ful documents.  You  should  learn  something  about  the  issuance 
of  such  documents  in  your  own  state  especially. 

Departments  and  institutions  and  their  names  differ  in  dif- 
ferent states.  The  following  list  of  state  agencies  which  usually 
issue  publications  for  general  distribution,  however,  will  be  of 
some  help  to  you  in  learning  about  public  documents  issued  in 
your  own  state.  Most  of  these  departments  and  institutions 
(some  of  which  probably  have  other  names  in  your  state)  have 
the  state  capital  as  their  address: 

Agricultural  Experiment  Station;  Department  of  Public 
Instruction;  Board  of  Health;  State  University;  Geological 
Survey;  College  of  Agriculture;  State  Historical  Society; 
Department  of  Public  Roads;  Insurance  Department;  Library 
Commission;  Secretary  of  State;  Tax  Commission;  Civil 
Service  Commission. 

A  monthly  list  of  state  publications  is  issued  by  the  Library 
of  Congress,  Washington,  D.  C.  An  index  by  authors  and 
subjects  is  issued  for  each  year. 

STATE    MANUALS 

Most  states  issue  a  publication  annually  or  biennially  which 
gives  information  relating  to  such  subjects  as:  state  officials; 
the  state  legislature;  state  boards  and  commissions;  state 
institutions;  towns,  villages,  and  cities;  population;  newspapers 
issued  in  the  state;  post  offices;  election  statistics;  party  plat- 
forms; etc.  Usually  such  a  publication  contains  short  accounts 
of  the  lives  of  men  prominent  in  the  state  government. 


PUBLIC   DOCUMENTS  133 

Among  the  titles  given  to  the  state  manual  are :  State  Manual ; 
Blue  Book;  Red  Book;  Legislative  Manual;  State  Register. 

CITY    PUBLICATIONS 

If  you  live  in  a  city,  you  should  get  acquainted  with  the 
reports  and  other  publications  issued  by  the  city  government 
and  its  various  departments.  Occasionally  it  will  be  of  interest 
and  value  to  make  use  of  them.  Among  the  departments  issu- 
ing publications  may  be  the  following:  Public  Schools,  Public 
Library,  Water  Department,  Fire  Department,  Police  Department, 
Health  Department,  Street  Department,  Park  Commission. 

Look  over  a  collection  of  the  publications  of  your  city.  If  neces- 
sary, help  to  make  such  a  collection.  Report  in  class  on  some  interest- 
ing feature  in  one  of  the  publications. 

EXERCISE 

Before  proceeding  with  this  exercise,  the  class  should  have  at  hand 
the  state  manual  in  the  latest  edition  and  a  collection  of  other  state 
documents  issued  by  departments  and  institutions  of  the  state. 

(i)  Look  through  your  state  manual  and  get  a  fair  idea  of  what  it 
contains.  (2)  Does  the  state  manual  have  a  good  index?  A  table  of 
contents?  (3)  Does  it  contain  short  biographies?  If  so,  of  what 
classes  of  officials?  (4)  Write  down  one  question  which  is  an  interest- 
ing one  and  which  can  be  answered  by  referring  to  the  state  manual. 
In  class  name  some  pupil  who  is  to  find  the  answer.  (5)  Which  part 
of  the  state  manual  interests  you  the  most,  and  why?  (6)  Let  each 
member  of  the  class  send  to  one  of  the  state  departments  or  institutions 
for  a  list  of  its  publications,  and  when  it  comes  send  for  one  of  the 
publications  in  which  he  is  most  interested.  (7)  To  what  department 
or  institution  in  your  state  would  you  send  for  information  relating 
to  minerals  in  the  state?  Forests?  (8)  If  there  is  a  list  of  your  state 
publications  issued,  let  some  one  in  the  class  send  for  it. 


XXVII.     PAMPHLETS  AND   CLIPPINGS 

There  is  so  much  valuable  material  in  pamphlets  issued  by 
the  state  and  national  governments  and  by  other  agencies  that 
some  way  of  riling  what  is  likely  to  be  of  use  so  that  it  can  readily 
be  found  when  needed  is  of  much  importance  for  the  school, 
home,  and  office.  The  same  can  be  said  of  material  in  the  form 
of  clippings  from  newspapers,  magazines,  and  other  sources. 

Vertical  files.  One  way  of  preserving  such  material  for  use 
when  needed  is  by  means  of  what  are  called  vertical  files.  Look 


Courtesy  of  Library  Bureau 


Vertical  files 


at  the  above  cut  carefully,  and  if  you  can  find  opportunity  to 
look  at  a  vertical  file  in  a  library  or  other  place,  do  so.  In  ver- 
tical files  the  material  is  arranged  alphabetically  by  subjects. 

Pamphlet  boxes  and  folders.     However,  few  schools  can 


134 


PAMPHLETS   AND   CLIPPINGS 


135 


afford  to  have  enough  vertical  files  to  take  care  of  all  the  material 
that  should  be  filed.  Below  is  a  cut  of  pamphlet  boxes  and 
folders  for  the  filing  of  pamphlets  and  clippings. 

The  pamphlet  boxes  may  be  of  thin  wood  covered  with  thin 
cloth  or  mottled  paper.  A  good  size  is  io>£  inches  high  by  7 
inches  deep  by  2>^  inches  wide,  all  inside  measurements.  The 
making  of  such  boxes  is  a  good  project  for  the  manual  training 
class.  Pamphlet  boxes  are  also  made  of  heavy  cardboard. 
Both  kinds  can  be  purchased  from  library  supply  houses. 


Hyg.cn* 


History 
(ancient) 


History 
US 


Holi'dUyS 


Method  of  filing  pamphlets  and  clippings 

The  folders  to  be  seen  between  the  pamphlet  boxes  in  the 
cut  are  made  of  stiff  manila  paper.  A  sheet  is  folded  in  the 
middle  lengthwise ;  a  strip  about  half  an  inch  wide  is  cut  off  from 
the  bottom  of  one  leaf,  and  onto  the  lower  part  of  this  leaf  the 
projecting  part  of  the  other  leaf  is  folded  and  pasted.  Sheets 
of  manila  paper  io>2  by  13  inches  will  make  folders  of  suitable 
size  to  use  with  pamphlet  boxes  of  the  size  above  recommended. 

Pamphlets  or  clippings  or  both  are  placed  in  these  folders 
when  there  is  not  likely  to  be  enough  material  to  require  a  box. 

The  subject  on  which  there  is  material  in  a  box  is  written 
on  the  back  of  the  box  with  white  ink  or  on  a  label  with  black 
ink.  The  subject  on  which  a  folder  has  material  is  written  in 
black  at  the  top  next  to  the  folded  edge.  Boxes  and  folders  are 
arranged  alphabetically  by  subjects. 

You  may  care  to  prepare  such  a  system  for  your  home. 


XXVIII.     LITERATURE 

REFERENCE 

Authors  and  their  works.  You  will  now  and  then  want 
to  find  information  about  literary  works  and  the  authors  who 
wrote  them.  For  example,  you  might  want  to  know  who 
wrote  The  Tales  of  a  Traveler  and  what  kind  of  a  book  it  is;  or 
what  books  have  been  written  by  John  Burroughs;  or  what 
George  Eliot's  real  name  was  and  when  she  lived;  etc. 

Information  about  authors  can  be  found  in  the  sources  given 
in  the  lesson  on  "Biography,"  under  "Reference,"  pages  74-76. 
You  have  probably  already  studied  that  lesson,  but  it  will  be 
well  briefly  to  review  it  now,  keeping  reference  work  on  authors 
especially  in  mind. 

In  addition  to  the  reference  sources  studied  in  the  lesson  on 
reference  work  in  biography,  glance  through  Champliris  Cyclo- 
pedia of  Literature  and  Art  and  note  what  kind  of  literature 
reference  material  it  contains. 

If  there  is  a  special  grouping  of  reference  books  in  the  library, 
see  if  there  are  not  some  other  books  there  which  would  be  of 
use  in  reference  work  relating  to  authors  and  their  works.  For 
the  class  numbers  of  works  on  literature,  see  the  table  of  classi- 
fication on  pages  44-45. 

The  shelt  books  and  the  card  catalog  must,  of  course,  be 
used. 

EXERCISE    I 

(i)  What  was  0.  Henry's  real  name?  (2)  Name  six  books  written 
by  James  Fenimore  Cooper.  (3)  Who  wrote  Uncle  Tom's  Cabin? 
Give  the  year  of  the  author's  birth  and  of  her  death.  (4)  Who  wrote 
the  poem  entitled  The  Princess,  and  when  did  he  live?  (5)  Find  an 

136 


LITERATURE  1-37 

account  of  the  life  of  the  author  of  Alice  in  Wonderland.  (6)  Find  and 
read  an  account  of  the  origin  of  the  Arabian  Nights.  (7)  Find  on  the 
library  shelves  a  collection  of  poems  by  various  authors  printed  in  one 
book.  (8)  Find  a  list  of  the  books  written  by  Robert  Louis  Stevenson. 

(9)  What  important  work  did  the  Grimm  brothers  do  for  literature? 

(10)  Name  three  great  American  poets  who  lived  at  the  same  time, 
that  is,  were  contemporaries.     In  what  year  was  each  of  them  born? 

Literary  allusions.  Authors  frequently  take  it  for  granted 
that  their  readers  have  read  certain  literary  works  and  are  there- 
fore familiar  with  certain  characters,  events,  or  incidents  to 
which  they  refer  in  what  they  are  writing.  To  get  a  clear  idea 
of  what  is  here  meant,  read  some  of  the  sentences  in  Exercise  2 , 
page  138,  paying  special  attention  to  the  words  in. italics.  The 
expressions  in  italics  are  examples  of  what  are  often  spoken  of 
as  literary  allusions.  If  a  reader  does  not  understand  such 
an  allusion,  he  misses  the  point  that  the  author  has  in  mind. 
But  the  reader  can,  if  he  knows  how,  find  out  what  the  allusion 
means.  That  is  the  kind  of  reference  work  that  this  lesson  is 
intended  to  teach. 

Dictionary.  Look  over  again  the  lesson  on  "Noted  Names 
in  Fiction  Explained  in  the  Dictionary,"  page  39;  also  "Myths, 
Legends,  and  Folklore  Stories  Briefly  Told,"  page  39. 

Encyclopedia.  General  encyclopedias  will  often  prove  help- 
ful to  one  looking  up  allusions,  especially  if  there  is  a  good 
index. 

Champlin's  Cyclopedia  of  Literature  and  Art  is  a  good  refer- 
ence source  for  literary  allusions.  The  Century  Cyclopedia  of 
Names,  which  is  one  of  the  volumes  of  the  Century  Dictionary, 
should  also  be  used  if  it  is  at  hand. 

Handbooks.  Among  the  most  frequently  used  handbooks  of 
literary  allusions  are  Brewer's  Dictionary  of  Phrase  and  Fable 
and  Brewer's  Reader's  Handbook. 


138  THE  USE  OF   BOOKS   AND  LIBRARIES 

Mythology.  Many  literary  allusions  are  based  on  mythology. 
See,  therefore,  the  lesson  on  Mythology  under  "Reference," 
pages  55-56.  Gay  ley's  Classic  Myths  in  English  Literature  is 
especially  serviceable  on  account  of  its  excellent  index. 

EXERCISE  2 

Explain  the  allusions  in  the  following  sentences,  first  finding  their 
explanation  in  some  one  or  other  of  the  above-mentioned  reference 
sources  or  other  reference  sources  which  may  be  at  hand.  In  each 
case  give  the  source  of  your  information. 

(i)  He  was  as  homely  as  Caliban.  (2)  What  will  Mrs.  Grundy  say? 
(3)  No  Little  Eva  on  the  stage  ever  awakened  more  sympathy  than  did 
this  homeless,  dying  gypsy  girl.  (4)  Yes,  Pippa  passes  many  a  sorrow- 
ing man  who  neither  sees  her  nor  hears  her  cheerful  song.  (5)  Tis 
neither  a  fairy  tale  nor  a  Leather  Stocking  tale.  (6)  The  man  who 
stoops  to  dishonesty  to  become  rich  pays  too  much  for  his  whistle. 
(7)  Our  adventures  were  not  so  remarkable  as  Sindbad's,  but  they  were 
almost  as  dangerous.  (8)  Don't  expect  me  to  be  your  man  Friday. 

(9)  Mr.  Worldly  Wiseman  would  not  engage  in  an  enterprise  so  unselfish. 

(10)  The  poor  man,  like  Micawber,  was  always  waiting  for  something  to 
turn  up. 

Quotations.  Apt  quotations,  when  not  used  to  excess,  help 
to  make  the  expression  of  thought  both  pleasing  and  effective. 
For  example,  if  we  want  to  express  the  thought  that,  in  spite 
of  many  defeats,  truth  will  finally  be  victorious,  we  can  make 
good  use  of  the  following  quotation  from  Bryant : 
Truth  crushed  to  earth  shall  rise  again ; 

The  eternal  years  of  God  are  hers; 
But  Error,  wounded,  writhes  in  pain, 
And  dies  among  his  worshipers. 

Occasionally,  too,  we  want  to  know  the  exact  wording  of  a 
quotation  which  we  desire  to  use  and  of  which  we  perhaps  know 
the  first  few  words;  also  we  may  want  to  know  who  the  author 
is  and  from  what  work  it  is  taken. 


LITERATURE  139 

There  are  a  number  of  books  with  the  quotations  so  arranged 
and  so  indexed  that  the  above-mentioned  information  can 
readily  be  found. 

General  indexes  to  quotations.  Among  the  books  of 
quotations  at  the  present  time  most  frequently  found  in  public 
libraries  are:  Hoyt's  Cyclopedia  of  Practical  Quotations  and 
Bartlett's  Familiar  Quotations.  Among  the  smaller  books  of 
quotations  are  Powers'  Handy  Dictionary  of  Poetical  Quotations 
and  Powers'  Handy  Dictionary  of  Prose  Quotations. 

EXERCISE  3 

Look  through  the  book  or  books  of  quotations  in  the  school  library 
and  get  some  idea  of  how  to  use  such  a  book  in  looking  up  quotations. 

(i)  Find  and  copy  a  good  quotation  on  friendship.  (2)  On  old  age. 
(3)  On  beauty.  (4)  On  lying.  (5)  On  courage.  (6)  On  war.  (7)  On 
work.  (8)  On  patriotism.  (9)  On  a  subject  of  your  own  choosing. 
(10)  On  a  subject  of  your  teacher's  choosing,  (n)  On  a  subject  named 
by  one  of  your  classmates. 

EXERCISE  4 

Find  from  what  author  and  from  what  book  or  selection  each  of 
the  following  quotations  is  taken: 

(i)  There's  many  a  slip  'twixt  the  cup  and  the  lip.  (2)  Knowledge 
is  power.  (3)  Small  service  is  true  service  while  it  lasts.  (4)  The 
bravest  are  the  tenderest, —  The  loving  are  the  daring.  (5)  We  are 
such  stuff  as  dreams  are  made  of. 

Find  and  copy  a  quotation  from  each  of  the  following  authors: 

Longfellow;  Burns;  Wordsworth;  Robert  Louis  Stevenson; 
Daniel  Webster. 

Concordances.  It  is  often  convenient  to  have  an  index  to 
practically  all  the  expressions  used  in  such  books  as  Shakespeare's 
plays  and  the  Bible.  Such  an  index  is  called  a  concordance. 
A  concordance  to  Shakespeare,  for  example,  has  an  index  to 
possible  quotations  from  Shakespeare  arranged  alphabetically 
by  the  leading  word  or  words  which  occur  in  each. 


140  THE  USE  OF  BOOKS  AND   LIBRARIES 

Following  is  a  reprint  of  part  of  a  page  in  Bartlett's  Con- 
cordance to  Shakespeare: 
Wages.     Thou  for  wages  followest  thy  master;   thy  master 

for  wages  follows  not  thee T.  G.  of  Ver.       i  i     94 

'Tis  a  maid,  for  she  is  her  master's  maid,  and  serves  for 

wages iii  i   270 

And  ere  we  have  thy  youthful  wages  spent,  We'll  light 

upon  some  settled  low  content . As  Y.  Like  It     ii  3     67 

We  will  mend  thy  wages ii  4     94 

Our  praises  are  our  wages W.  Tale       i  2     94 

Do  you  mean  to  stop  any  of  William's  wages  about  the 

sack  he  lost? 2  Hen.  IV.     v  i     25 

Their  wages  duly  paid  'em,  And  something  over  to  remem- 
ber me  by Hen.  VIII    iv  2  150 

Timon's  money  Has  paid  his  men  their  wages  T.  of  Athens    iii  2     77 

All  friends  shall  taste  The  wages  of  their  virtue Lear     v  3  303 

Thou  thy  worldly  task  hast  done,  Home  art  gone,  and 

ta'en  thy  wages Cymbeline    iv  2  261 

Wagging.  Tremble  and  start  at  wagging  of  a  straw  Richard  iii  5  7 
It  is  not  worth  the  wagging  of  your  beards ....  Coriolanus  ii  i  96 
As  zephyrs  blowing  below  the  violet,  Not  wagging  his 

sweet  head Cymbeline     iv  2   173 

Waggish.     As  waggish  boys  in  game  themselves  forswear 

M.  N.  Dream       i  i   240 

A    waggish    courage;    Ready    in    gibes,    quick-answer'd, 

saucy Cymbeline     iii  4  160 

Note  that  the  arrangement  of  the  three  leading  words,  wages, 
wagging,  and  waggish,  is  alphabetical.  Several  thousand  leading 
words  used  by  Shakespeare  are  thus  arranged.  Where  the 
quotation  may  be  found  is  illustrated  by  the  first  one:  "Thou 
for  wages  followest  thy  master;  thy  master  for  wages  follows 
not  thee."  This  occurs  in  the  play  Two  Gentlemen  of  Verona 
(T.  G.  of  Ver.),  Act  i,  scene  i,  line  94.  Find  this  quotation  in  a 
book  of  Shakespeare's  plays.  It  may  not  be  exactly  at  line  94, 
as  you  count  it,  but  it  will  be  somewhere  near  it. 


LITERATURE  141 

By  reference  to  a  list  of  Shakespeare's  plays,  abbreviations 
of  titles  of  the  plays  used  in  a  concordance  can  be  understood. 

Another  well-known  concordance  to  Shakespeare  is  Clarke's 
Shakespeare  Concordance. 

There  are  also  concordances  to  the  works  of  such  great  writers 
as  Milton  and  Wordsworth. 

There  are  many  different  concordances  to  the  Bible.  Among 
those  well  known  are  Cruden's  Complete  Concordance  to  the  Holy 
Scriptures  and  Young's  Analytical  Concordance  to  the  Bible. 

EXERCISE  5 

(i)  Find  in  a  book  of  Shakespeare's  plays  the  quotation  in  Shake- 
speare containing  the  word  wages  which  most  interests  you,  using  the 
above  reproduction  from  Bartlett's  Concordance.  Copy  a  line  or  so 
of  what  goes  before  the  quotation.  (2)  Similarly,  find  a  Shakespearean 
quotation  containing  the  word  waggish.  (3)  If  there  is  a  concordance 
to  Shakespeare  accessible  to  you,  find  by  means  of  it  a  quotation  con- 
taining the  word  lief.  (4)  By  means  of  a  concordance  find  a  quotation 
from  Shakespeare  containing  the  word  rose  (flower).  Select  one  that 
interests  you.  (5)  Look  through  a  concordance  to  the  Bible  to  which 
you  may  have  access  and  note  the  arrangement. 

GENERAL    READING 

You  have  often  heard  literature  spoken  of  in  terms  of  praise. 
You  have  also  no  doubt  read  more  or  less  good  literature.  By 
forming  a  taste  for  good  literature  now,  you  will  have  a  means 
of  profitable  enjoyment  throughout  life. 

It  is  important  to  know  what  the  principal  kinds  of  literature 
are  and  to  learn  something  about  selecting  one's  reading  in  each. 

Fiction.  A  work  of  fiction  is  usually  called  a  novel.  Name 
several  which  you  have  read. 

Short  stories  are  also  usually  fiction.  You  have  probably 
read  many  short  stories  in  magazines.  Name  one  such  story 
which  especially  interested  you. 


142  THE   USE   OF   BOOKS  AND   LIBRARIES 

It  is  a  mistake  to  read  too  much  fiction,  and  it  is  a  mistake 
to  read  no  fiction.  A  person  should  read  a  moderate  amount 
of  the  best  fiction  that  he  can  read  with  interest.  It  is  not 
worth  while  to  read  a  long  series  of  stories  such  as  the  Alger 
books,  for  example.  This  is  not  so  much  because  books  of  this 
type  are  in  and  of  themselves  harmful  as  that  they  waste 
time  which  could  be  used  in  doing  better  and  more  interesting 
reading. 

Upper-grade  and  high-school  pupils  should  gradually  change 
over  from  reading  fiction  written  for  children  (juvenile  fiction) 
to  reading  fiction  written  for  grown-ups  (adult  fiction).  Some 
fiction  belongs  both  to  children  and  to  adults;  for  example, 
Robinson  Crusoe  and  Gulliver's  Travels.  Although  written  for 
adults,  these  two  stories  greatly  interest  children. 

Which  of  the  works  of  fiction  listed  on  pages  171-174  have  you 
read?  Plan  to  read  some  of  the  others  soon. 

Poetry.  Your  first  experience  with  poetry  was  probably 
when  some  of  the  Mother  Goose  rhymes  were  recited  to  you, 
such  as 

Ding  dong  bell, 

Pussy's  in  the  well ; 

or 

Robin  and  Richard  were  two  pretty  men, 
They  lay  in  bed  till  the  clock  struck  ten. 

Your  taste  for  poetry  has  changed  since  then.  Now  you  are 
likely  to  be  interested  in  poetry  more  suitable  for  upper-grade 
and  high-school  pupils  and  grown-ups, 

EXERCISE  6 

Look  through  readers  and  library  books  for  poems  which  you  have 
read  and  which  especially  interested  you.  Bring  to  class  a  list  of  five 
or  six  such  poems,  including  the  names  of  the  authors. 

See  if  you  cannot  find  one  or  more  poems  from  each  of  several  of 
the  following  authors  which  you  especially  like.  Look  for  the  poems 


LITERATURE  143 

in  library  books,  especially  in  books  containing  all  the  poems  of  an 
author,  such  as  the  complete  poems  of  Longfellow,  for  example. 

Robert  Louis  Stevenson;  Eugene  Field;  Henry  Wadsworth  Long- 
fellow; John  Greenleaf  Whittier;  James  Whitcomb  Riley;  William 
Cullen  Bryant;  Robert  Burns;  James  Russell  Lowell;  Ralph  Waldo 
Emerson;  Oliver  Wendell  Holmes;  Rudyard  Kipling;  Alfred  Tenny- 
son; Robert  W.  Service  (especially  Rhymes  of  a  Red  Cross  Man); 
William  Shakespeare;  Henry  Van  Dyke;  William  Wordsworth. 

Look  through  books  containing  poems  by  several  authors  and  find 
a  number  of  poems  that  especially  please  you. 

Poetry  is  the  oldest  and  finest  kind  of  literature.  A  taste 
for  good  poetry  gives  to  the  reader  much  pleasure  of  the  best 
kind.  If  you  really  like  good  poetry,  you  are  to  be  congratu- 
lated. If  you  don't  like  it,  that  is  probably  because  you  have 
been  reading  poetry  which  you  cannot  understand.  Poetry 
which  you  cannot  understand  and  like  you  should  not  read. 
But  there  is  so  much  good  poetry,  and  so  many  kinds  of  it, 
that  it  should  not  be  hard  to  find  poems  which  you  can  both 
understand  and  like.  Of  course  it  will  be  necessary  to  do  some 
studying  in  order  to  understand  some  poems ;  but  you  should  be 
willing  to  pay  this  price  for  the  pleasure  that  you  will  receive 
in  return. 

Some  poems  which  you  do  not  like  now  you  may  like  when 
you  are  older  and  have  had  more  experience.  If  you  read  such 
poems  now,  they  may  be  spoiled  for  you  permanently. 

Adaptations  of  great  poems.  There  are  a  number  of  great 
poems  written  long  ago  in  the  Latin  and  Greek  languages  which 
have  been  so  well  translated  into  the  English  language  that  the 
translations  are  well  worth  reading. 

A  book  which  has  been  produced  by  changing  another  book 
so  that  it  may  more  easily  be  understood,  or  for  some  other 
reason,  is  called  an  adaptation. 

Look    in    some    suitable    reference    books   for    information 
about:  the  Iliad;  the  Odyssey;  the  Aeneid. 
11 


144  THE  USE  OF   BOOKS   AND   LIBRARIES 

A  good  adaptation  of  the  Iliad  is  Church's  The  Iliad  for  Boys 
and  Girls;  of  the  Odyssey,  Church's  The  Odyssey  for  Boys  and 
Girls;  and  of  the  Aeneid,  Church's  The  Aeneid  for  Boys  and 
Girls. 

Chaucer  was  a  great  English  poet  who  wrote  when  the 
English  language  was  so  different  from  what  it  now  is  that  his 
poems  as  he  wrote  them  are  hard  to  understand.  There  are 
some  good  adaptations  for  young  readers,  however. 

Look  up  some  information  about  the  Canterbury  Tales. 
Among  good  adaptations  of  the  Canterbury  Tales  are:  Stories 
from  Chaucer,  by  J.  H.  Kelman,  and  Tales  of  the  Canterbury 
Pilgrims,  Retold  from  Chaucer,  by  F.  J.  Darton. 

Read  enough  in  adaptations  of  the  above-named  great  poems  to 
get  some  idea  of  their  content.  Then  make  up  your  mind  to  read 
those  which  interest  you  the  most. 

Essays.  You  have  read  in  your  readers,  and  perhaps  in 
other  books,  short  articles  on  various  subjects  written  in  a  style 
to  give  pleasure  as  well  as  information.  These  writings  are 
known  as  essays.  Perhaps  you  have  read  some  one  or  more 
of  the  following  well-known  essays:  The  Whistle,  by  Benjamin 
Franklin;  A  Plan  for  Saving  One  Hundred  Thousand  Pounds, 
also  by  Franklin;  Christmas,  by  Washington  Irving;  The  Strenu- 
ous Life,  by  Theodore  Roosevelt;  How  I  Killed  a  Bear,  by 
Charles  Dudley  Warner;  No  Farming  without  a  Boy,  by  Warner; 
The  Traveling  Circus,  by  William  Dean  Howells;  A  Dissertation 
upon  Roast  Pig,  by  Charles  Lamb;  The  Apple,  by  John  Bur- 
roughs. 

Essays  are  usually  intended  only  for  grown-ups,  but  you 
will  enjoy  some  essays  now.  You  should  plan  to  read  later  on 
essays  by  Ralph  Waldo  Emerson,  James  Russell  Lowell,  Thomas 
Babington  Macaulay,  Oliver  Wendell  Holmes,  Henry  David 
Thoreau,  and  a  number  of  other  essayists  about  whom  you 
will  learn. 


LITERATURE  145 

The  Drama.  Plays.  Some  plays,  written  to  be  acted 
upon  the  stage,  are  so  well  written  that  they  are  literature. 
The  plays  of  Shakespeare  are  ranked  among  the  best  literature 
ever  written.  While  you  are  in  the  upper  grades  you  should 
begin  to  read  Shakespeare's  plays.  A  good  way  to  begin  your 
acquaintance  with  Shakespeare  is  by  reading  some  of  the  stories 
in  Tales  from  Shakespeare,  by  Charles  and  Mary  Lamb.  Each 
of  these  tales  tells  the  story  on  which  one  of  Shakespeare's  plays 
is  based.  When  you  have  read  the  story,  then  read  the  play 
itself.  Among  the  Shakespearean  plays  especially  to  be  recom- 
mended for  first  reading  are  The  Tempest  and  The  Merchant 
of  Venice. 

If  you  find  that  you  like  Shakespeare's  plays,  you  should 
read  some  of  them  each  year.  By  the  time  you  leave  school 
you  may  care  to  go  on  and  read  all  of  them.  You  will  then 
likely  want  to  read  some  of  the  plays  several  times.  And  that 
will  mean  a  large  part  of  a  liberal  education  so  far  as  literature 
is  concerned. 

Among  recent  plays  that  you  may  be  interested  in  reading, 
if  not  now,  then  when  you  get  older,  are:  Barrie,  Half -hours; 
Galsworthy,  Plays,  third  series;  Kennedy,  The  Servant  in  the 
House;  Noyes,  Sherwood  or  Robin  Hood  and  the  Three  Kings; 
Peabody,  The  Piper;  Phillips,  Ulysses;  Zangwill,  The  Melting 
Pot. 

Orations.  When  a  speech  or  address  makes  a  strong  appeal 
and  is  pleasing  and  dignified  in  style,  it  is  literature,  and  is 
usually  called  an  oration.  You  have  very  likely  committed  to 
memory  an  oration,  namely,  Lincoln's  Gettysburg  Address. 
This  is  one  of  the  most  famous  orations  ever  delivered. 

Recitations.  The  instruction  and  exercises  above  given 
will  be  of  service  in  selecting  and  finding  selections  for  reci- 
tations. The  one  reference  book  most  used  in  public  libraries 
for  this  purpose  is  Granger's  Index  to  Poetry  and  Recitations. 


146  THE  USE  OF    BOOKS   AND  LIBRARIES 

Learn  how  to  use  this  if  a  copy  is  in  your  school  library  or 
can  be  consulted  by  you  in  a  public  library. 

EXERCISE  7 

Find  in  the  library  one  or  more  orations  by  each  of  the  following: 
Daniel  Webster;   Patrick   Henry;   Henry  Ward  Beecher;   Henry 
Clay;  Carl  Schurz;  William  Seward;  William  Jennings  Bryan;  Wood- 
row  Wilson;  Theodore  Roosevelt. 

Select  two  or  three  orations  which  would  probably  be  most  interest- 
ing to  you  and  read  them. 


XXIX.     CONDUCT    OF   LIFE   AND   VOCATIONAL 

GUIDANCE 

REFERENCE 

What  kind  of  a  man  or  woman  one  is  to  be  and  what  occu- 
pation one  is  to  follow  are  questions  that  should  and  usually 
do  interest  every  boy  and  every  girl.  The  sooner  one  begins 
to  think  and  plan  seriously  about  these  things,  the  better.  Here, 
too,  we  can  get  help  from  books.  The  Bible,  for  example,  has 
been  the  world's  greatest  help  in  the  conduct  of  life. 

As  you  will  see  by  the  table  of  classification  on  page  44, 
the  class  number  for  conduct  of  life  is  170,  while  that  for  voca- 
tional guidance  is  174. 

Find  the  books  on  the  conduct  of  life  and  on  vocational  guidance 
in  your  library  and  note  what  class  numbers  are  assigned  to  such 
books.  On  pages  163-164  are  listed  some  typical  books  on  these  two 
subjects.  Perhaps  you  can  find  some  of  the  books  in  the  library. 

EXERCISE 

By  using  the  indexes  to  books  on  conduct  of  life  and  vocational 
guidance,  biography,  etc.,  and  by  using  whatever  other  helps  there 
may  be  at  hand,  such  as  the  card  catalog,  pamphlets,  clippings,  and 
magazine  articles,  find  the  information  asked  for  in  the  following  exercise : 

(i)  Find  a  short  article  on  friendship.  (2)  Find  some  material  on 
the  advantages  and  the  disadvantages  of  the  lawyer's  profession  (the 
boys)  or  of  nursing  (the  girls).  (3)  What  was  the  occupation  of  each 
of  the  first  five  presidents  of  the  United  States?  Of  the  last  five? 
(Consider  the  occupation  to  be  that  pursued  just  before  election  to 
the  presidency.)  (4)  What  can  you  find  in  the  library  on  the  subject 
of  stenography  as  an  occupation?  (5)  Find  and  read  an  article  on 
table  manners.  (6)  Find  some  material  on  earning  money  while  attend- 
ing college.  (7)  Find  an  article  on  the  advantages  of  a  good  education. 


148  THE   USE   OF   BOOKS   AND   LIBRARIES 

(8)  Find  an  article  on  the  advantages  of  electrical  engineering  as  a 
profession  (the  boys);  of  millinery  as  a  trade  (the  girls).  (9)  Read 
something  about  George  Washington  as  a  farmer.  (10)  Find  and 
read  an  article  on  some  occupation  in  which  you  are  interested  but 
which  has  not  been  mentioned  in  the  preceding  questions. 

GENERAL   READING 

Select  for  reading  one  or  more  of  the  books  listed  under 
"Conduct  of  Life"  and  under  " Vocational  Guidance,"  pages 
163-164.  In  addition  to  the  books  there  listed,  good  books  to 
read  would  be  the  life  histories  of  such  men  and  women  as  Wash- 
ington, Franklin,  Lincoln,  Grant,  Roosevelt,  Daniel  Boone,  Louisa 
May  Alcott,  Edison,  Joan  of  Arc,  Helen  Keller,  Florence  Night- 
ingale, Jacob  A.  Riis,  Booker  T.  Washington,  and  others  who 
have  achieved  fame  by  their  services  to  their  fellow  men.  The 
list  of  books  of  biography  on  pages  168-170  will  be  helpful  in 
selecting  such  books  for  reading. 

Think  of  several  reasons  why  biographies  are  of  value  in  connection 
with  conduct  of  life;  in  connection  with  vocational  guidance. 


XXX.     EDITIONS 

Of  two  libraries  which  have  practically  the  same  books  in 
the  same  condition  as  to  arrangement  and  wear  and  tear,  one 
may  look  attractive  and  the  other  decidedly  unattractive.  This 
difference  is  largely  due  to  differences  in  editions.  We  may  have 
two  copies  of  the  same  book;  one  we  like  to  hold  in  our  hands 
and  look  at  and  perhaps  read,  the  other  we  are  not  attracted 
to.  And  yet  the  books  may  both  be  in  equally  good  condition. 
We  have  here  again  a  difference  in  edition. 

There  are  usually  many  different  editions  of  such  a  book 
as  Scott's  Ivanhoe,  for  the  reason  that  it  is  printed  by  different 
publishers  and  because  the  price  that  people  can  pay  for  the 
book  varies  greatly  and  also  because  tastes  differ  as  to  style  of 
binding,  kind  of  paper,  print,  illustrations,  etc.  The  same  may 
be  said  of  such  well-known  books  as  the  plays  of  Shakespeare, 
The  Last  of  the  Mohicans,  and  other  novels  by  James  Fenimore 
Cooper,  Oliver  Twist  and  other  stories  by  Charles  Dickens,  Uncle 
Tom's  Cabin,  etc.  Other  very  well-known  books  are  not  printed 
in  so  many  editions  because  the  copyright  is  still  in  force  and 
they  can  be  issued  by  only  one  publisher.  Often,  however,  the 
same  publisher  will  issue  two  or  more  editions  of  the  same  book, 
one  perhaps  a  high-priced  and  another  a  cheaper  edition. 

POINTS   TO    CONSIDER 

In  selecting  books,  then,  it  is  often  necessary  for  one  to  make 
a  choice  of  editions.  Some  of  the  things  to  keep  in  mind  when 
choosing  editions  are  here  given. 

Binding.  The  binding  should  be  attractive,  but  not  gaudy. 
Variety  is  desirable;  that  is,  there  should  not  be  many  books 
bound  alike.  Weak  bindings  are  especially  to  be  avoided. 

149 


ISO  THE    USE   OF   BOOKS   AND    LIBRARIES 

Cloth  is  the  best  binding  for  general  purposes,  with  buckram 
or  part  leather  for  large  reference  books  like  encyclopedias.  A 
well-bound  book,  after  being  opened  as  described  on  page  2, 
will  lie  flat  when  opened  and  laid  back  down  on  a  table. 

Paper.  The  paper  should  not  be  so  thick  as  to  make  the 
book  unduly  bulky  nor  so  thin  that  the  print  shows  through  it. 
Glossy  paper  should  be  avoided,  for  it  injures  the  eyes  and  inter- 
feres with  easy  reading.  On  the  other  hand,  an  edition  printed 
on  cheap,  coarse  paper  should  not  be  purchased. 

Print.  Books  that  are  usually  read  through,  such  as  novels, 
books  of  travel,  etc.,  should  be  in  good-sized  type,  so  that  the 
eyes  are  not  subjected  to  too  much  strain.  Reference  books 
and  other  books  used  only  occasionally  and  then  but  for  a  brief 
time  may  be  in  small  type.  The  print  used  in  dictionaries  is  a 
good  example.  The  type  you  are  now  reading  is  known  as  n- 
point  type  and  is  suitable  for  long-continued  reading. 

The  type  in  books  for  children  in  the  primary  grades  should 
be  considerably  larger  than  in  books  for  older  children  and 
grown-ups. 

Print  of  all  sizes,  but  especially  of  the  smaller  sizes,  should 
be  clear  and  distinct.  When  the  plates  from  which  a  book 
is  printed  have  been  used  very  much,  the  print  is  very  likely 
to  be  more  or  less  blurred  and  indistinct.  The  printed  line 
should  not  be  too  long,  as  the  eye  must  then  shift  back  and  forth 
too  far. 

Margin.  Very  wide  margins  (space  between  the  print  and 
the  edge  of  the  page)  increase  the  size  and  cost  of  books  and 
are  not  worth  while  except  perhaps  in  very  fine  editions 
purchased  without  much  regard  to  cost  by  those  who  can  afford 
the  expense.  On  the  other  hand,  very  narrow  margins  are  also 
undesirable.  For  one  thing,  rebinding  is  rendered  difficult  or 
impossible,  since  in  rebinding  the  margins  have  to  be  trimmed 


EDITIONS  151 

back;  also,  too  narrow  a  margin  gives  the  page  an  inartistic 
appearance.  A  margin  about  one  inch  wide  is  sufficient  for 
most  books. 

Illustrations.  If  suitable  and  well  made,  illustrations  add 
much  to  the  value  of  a  book.  Especially  is  this  true  of  books  on 
such  subjects  as  travel,  history,  physiology,  plants,  animals, 
agriculture,  and  art. 

Size.  Very  large  books  are  justifiable  in  the  case  of  una- 
bridged dictionaries,  encyclopedias,  and  reference  books  in 
general.  The  number  of  volumes  in  a  series  is  thus  reduced, 
and  that  is  an  advantage  in  looking  up  references.  Books  for 
general  reading,  however,  should  be  of  moderate  size,  the  most 
convenient  being  the  duodecimo  size  (see  page  6).  If  books 
are  too  small,  they  are  likely  to  be  lost  and  they  do  not  fit  in 
very  well  with  other  books  on  the  shelves.  However,  for  carry- 
ing about  on  a  trip  the  so-called  "pocket  editions"  are  very 
convenient,  provided  the  type  is  not  too  small. 

Up-to-dateness.  To  what  extent  an  edition  is  up  to  date 
is  of  much  consequence  in  the  case  of  dictionaries,  encyclopedias, 
and  other  books  dealing  with  matters  which  change  from  year 
to  year.  Where  will  you  look  to  see  whether  or  not  a  certain 
book  to  which  you  have  access  is  up  to  date?  (See  page  9, 
if  necessary.)  Mention  some  kinds  of  books  in  regard  to  which 
up-to-dateness  is  not  a  matter  to  be  considered. 

Index  and  table  of  contents.  Whether  or  not  an  edition 
of  a  book  has  an  index  or  a  table  of  contents  is  often  of  impor- 
tance. A  table  of  contents  is  of  use  in  practically  all  kinds  of 
books.  Even  in  a  novel  it  is  useful  in  that  it  is  of  help  in  locat- 
ing certain  chapters.  In  what  classes  of  books  is  a  good  index 
especially  valuable? 

Sets.  All  the  works  of  such  a  writer  as  Scott,  Dickens, 
Cooper,  or  Thackeray  are  sometimes  published  in  a  "set";  that 


152  THE  USE   OF   BOOKS  AND  LIBRARIES 

is,  all  the  works  are  in  volumes  whose  shape,  size,  binding, 
paper,  print,  etc.,  are  alike. 

It  is  well  to  guard  against  buying  books  largely  in  sets.  Too 
many  sets  give  a  monotonous  effect  to  the  library,  and  this  is 
likely  to  discourage  reading.  Of  course  encyclopedias  and  the 
like  must  necessarily  be  in  sets. 

Aids  in  selecting  editions.  Certain  publishers  have  a 
reputation  for  printing  good  editions.  The  school  librarian,  the 
librarian  of  the  public  library,  and  some  teachers  can  .name  a 
number  of  such  firms.  By  noting  who  publish  the  better  edi- 
tions in  your  school,  home,  or  public  library  you  will  learn 
for  yourself  who  some  of  these  publishers  are. 

Booklists  issued  by  state  free  library  commissions  and  by 
state  departments  of  education  include  the  better  editions  which 
can  be  purchased  at  moderate  prices. 

Certain  firms  reprint  books  first  printed  by  other  publishers. 
Such  reprints  are  often  satisfactory  and  can  be  purchased  at 
low  prices.  Among  the  principal  reprint  firms  now  (1920)  is 
Grosset  &  Dunlap,  New  York  City. 

Gradually  you  should  become  acquainted  with  a  number  of 
the  most  serviceable  editions,  cost  and  quality  both  being  con- 
sidered. For  example,  Every  Boy's  Library  —  Boy  Scout  Edition, 
published  by  Grosset  &  Dunlap,  New  York  City;  Everyman's 
Library,  by  E.  P.  Button  &  Company,  New  York  City  (several 
hundred  titles  of  standard  books);  Riverside  Literature  Series, 
by  the  Hough  ton  Mifflin  Company,  Boston.  There  are  many 
others. 

EXERCISE 

(i)  Find  a  book  in  which  the  paper  is  too  glossy  (shiny).  Find 
another  in  which  the  paper  is  too  cheap  and  coarse.  (2)  Find  a  book 
in  which  the  print  is  too  small;  another  in  which  it  is  of  the  right, 
size.  (3)  Find  a  book  with  a  margin  too  narrow.  (4)  Find  a  book 
whose  edges  had  to  be  cut  when  it  was  received.  (5)  Find  a  book 


EDITIONS  153 

which  in  your  opinion  is  too  small.  (6)  Find  a  book  which  is  not  up 
to  date,  but  in  the  case  of  which  up-to-dateness  is  important.  Simi- 
larly, one  that  is  up  to  date.  (7)  Find  one  "set"  of  books  of  which 
you  approve  and  another  "set"  of  books  which  you  would  prefer  not 
to  have  in  a  "set."  (8)  Look  over  some  of  the  books  in  the  library? 
noting  which  publishers  have  especially  good  editions.  (9)  Find  several 
different  editions  of  the  same  book. 


XXXI.     SELECTION   OF  BOOKS 

AIDS    IN    SELECTION 

Personal  advice.  Librarians  and  teachers  who  have  done 
much  reading  and  reference  work  are  capable  of  giving  good 
advice  as  to  the  best  books  for  general  and  reading  reference 
purposes.  In  most  communities  there  are  also  other  well-read 
people  who  can  with  profit  be  consulted  for  advice  as  to  books 
worth  reading. 

Accompanying  booklists.  The  lists  of  books  on  pages  163- 
174  and  the  suggestions  as  to  general  reading  given  in  connec- 
tion with  reference  work  by  subjects  will  be  of  service  in  the 
selection  of  books  for  general  reading.  The  reference  lessons, 
with  lessons  herein  on  the  various  classes  of  books,  such  as 
literature,  biography,  etc.,  will  serve  to  call  attention  to  some 
reference  books  which  are  of  value  in  home  libraries.  A  number 
of  them  are  public  documents  which  can  be  secured  free. 

State  lists.  The  state  department  of  education  in  many 
states  prepares  and  distributes  gratis  lists  of  books  suitable  for 
both  grades  and  high  school.  These  lists  are  valuable  as  helps 
in  the  selection  of  books  for  home  libraries.  If  such  lists  are 
issued  in  your  state,  your  school  very  likely  has  the  latest  edition 
of  each;  if  not,  it  should  be  sent  for. 

State  free  library  commissions  issue  valuable  booklists. 
These  lists  may  be  obtained  on  application  to  the  commission. 
Schools  and  homes  should  make  use  of  them  in  selecting  books. 

In  some  states  the  state  university  issues  booklists,  especially 
for  high  schools. 

Book  -  reviewing  magazines.  Magazines  usually  contain 
comments  on  new  books.  Such  book  reviews  are  helpful  if  they 

154 


SELECTION   OF   BOOKS  155 

express  the  editor's  honest  opinion.  But  some  magazines  praise 
practically  all  books  which  they  review,  and  so  are  in  reality 
of  no  use  in  book  selection.  Among  the  magazines  with  which 
you  are  probably  acquainted  which  have  an  especially  good 
reputation  for  helpful  book  reviews  are:  Atlantic  Monthly; 
The  Independent;  The  Outlook;  Literary  Digest;  Review  of  Reviews; 
The  Survey.  There  are  a  number  of  others. 

Many  newspapers  print  book  reviews  in  one  of  the  issues 
each  week.  Some  newspapers  have  achieved  a  reputation  for 
the  helpfulness  of  their  book  reviews.  Among  these,  the  New 
York  Times  may  well  be  given  special  mention. 

There  are  two  publications  which  are  widely  used  by  libra- 
rians for  book  selection  and  which  can  be  consulted  on  appli- 
cation at  a  public  library.  These  are  the  A.  L.  A.  Booklist 
and  the  Book  Review  Digest. 

Editions.     See  the  lesson  on  editions,  pages  149-153. 


ORDERING   BOOKS 

Local  dealers.  Usually  a  local  book  dealer  will  order  books 
which  he  does  not  have  in  stock.  If  such  a  dealer  gives  reason- 
able terms,  he  should  of  course  be  given  the  preference. 

General  dealers.  There  are  a  number  of  firms  in  different 
cities  which  fill  orders  for  books  of  all  publishers.  Usually 
they  give  a  discount  from  list  prices  when  several  books  are 
ordered  at  the  same  time.  You  can  learn  who  the  leading  general 
dealers  in  your  part  of  the  country  are  by  asking  a  librarian. 

Publishers'  lists.  Publishers  are  glad  of  the  opportunity 
to  send  to  buyers  of  books  their  catalogs  and  price  lists.  Occa- 
sionally it  will  be  necessary  to  order  direct  from  the  publishers. 
The  Publishers'  Trade  List  Annual  contains  price  lists  of  books 
issued  by  practically  all  publishers.  This  can  be  consulted  at 
a  public  library  or  at  a  bookstore. 


I56  THE   USE   OF   BOOKS  AND   LIBRARIES 

United  States  Catalog.  If  you  want  to  know  who  is  the 
publisher  of  a  particular  book,  the  price,  etc.,  the  United  States 
Catalog  with  its  supplements,  known  as  the  Cumulative  Book 
Index,  will  give  the  information.  These  publications  can  be 
consulted  in  any  good-sized  public  library. 

EXERCISE 

Do  as  many  of  the  following  exercises  as  the  material  available 
will  permit.  The  school  should  first  send  for  those  lists  not  at  hand 
which  can  readily  be  procured  and  with  which  it  is  well  for  all  to  be 
acquainted.  The  public  library  should  be  made  use  of  for  important 
booklists  which  the  school  cannot  secure  for  its  own  library.  Give 
author  and  title  of  each  book  mentioned  in  your  answers. 

(i)  Look  over  and  get  some  idea  of  how  to  use  as  many  of  the 
various  booklists  mentioned  above  under  ''Aids  in  Selection"  and 
"Ordering  Books "  as  you  can  secure.  (2)  Select  a  good  story  of  adven- 
ture or  a  biography  suitable  for  a  birthday  present  for  a  boy  in  the 
sixth  grade.  (3)  Find  out  what,  if  any,  provision  is  made  by  your 
state  for  providing  books  in  the  form  of  traveling  libraries.  (4)  Make 
out  a  list  of  ten  books  with  publishers  and  prices  which  you  would 
like  to  have  in  your  home  library.  To  what  firm  would  you  send  for 
these  books?  (5)  Which  three  books  on  the  World  War  would  you 
prefer  to  own?  Quote  publisher  and  price  of  each.  (6)  Make  out  a 
list  of  five  good  books  of  travel  and  adventure  in  Africa.  Quote  pub- 
lishers and  prices.  (7)  List  three  different  editions  of  Stowe's  Uncle 
Tom's  Cabin,  quoting  publisher  and  price 'for  each  edition.  (8)  What 
company  publishes  Longfellow's  poems?  Empey's  Over  the  Top? 
William  Cullen  Bryant's  poems?  (9)  Give  the  names  and  addresses 
of  two  good  general  dealers  in  books  from  whom  it  may  be  advan- 
tageous at  times  to  order  books.  (10)  Make  a  list  of  the  six  books 
which  you  would  like  best  to  read  as  soon  as  you  can  get  the  time 
and  the  books.  Quote  publishers  and  prices. 


XXXII.     SCHOOL   LIBRARIES 

You  have  been  using  the  school  library  in  studying  these 
lessons  and  in  doing  the  accompanying  exercises.  You  there- 
fore know  the  main  things  connected  with  school  libraries  so  far 
as  their  use  by  the  school  is  concerned. 

If  you  have  found  your  school  library  inadequate  for  school 
purposes,  you  should  use  your  influence  with  parents  and  school 
officers  to  get  it  improved.  The  teacher  will  of  course  be  glad 
to  get  the  help  of  the  pupils  in  bringing  about  the  betterment 
of  the  school  library. 

In  order  to  keep  a  library. in  an  attractive  and  serviceable 
condition,  it  is  especially  necessary  to  add  books  each  year  and 
to  replace  out-of-date  books  with  new  books.  One  good  way  to 
get  more  books  and  other  library  improvements  is  to  raise  some 
money  by  means  of  school  entertainments.  However,  this 
should  not  be  necessary  if  there  are  sufficient  district  funds 
available  for  the  needs  of  the  library. 

Many  public  libraries  serve  the  schools  by  providing  "class- 
room libraries."  These  are  changed  during  the  school  year 
so  as  to  provide  a  greater  variety  of  books.  Such  classroom 
libraries  are  for  the  time  being  part  of  the  school  library. 

If  the  school  is  in  a  community  where  there  is  no  public 
library,  it  would  be  of  much  benefit  if  the  public  had  the  right 
to  borrow  books  from  the  school  library.  The  library  should 
contain  books  for  this  purpose. 

The  manual  training  class  can  often  do  good  service  by  making 
shelving,  a  magazine  rack,  reading  tables,  etc.,  for  the  library. 

Everyone  should  take  pride  in  improving  the  school  library, 
in  helping  to  keep  it  in  good  condition  by  handling  books  with 
care,  etc.,  and  in  making  much  use  of  what  it  contains. 

157 


XXXIII.     HOME    LIBRARIES 

Every  home  should  have  a  growing  collection  of  good  books. 
Even  though  there  may  be  a  public  library  in  the  community 
in  addition  to  school  libraries,  yet  a  home  library  is  of  much 
importance.  When  one  is  in  the  mood  to  enjoy  and  profit  by 
a  certain  book,  it  is  of  much  advantage  to  have  it  at  hand.  A 
book  in  the  home  library  can  be  read  a  little  at  a  time.  A  home 
library  gives  the  opportunity  to  "browse"  among  the  books  and 
make  acquaintance  with  them  for  future  guidance  in  reading. 
There  should  be  at  hand,  too,  some  of  the  most  frequently  used 
reference  books,  especially  a  good  dictionary. 

Provision  for  buying  at  least  a  few  good  books  each  year 
should  be  as  much  a  matter  of  course  as  the  buying  of  furniture, 
fuel,  or  other  household  necessities.  The  information  and  sug- 
gestions in  the  chapter  on  "Editions"  (pages  149-153)  and  in 
that  on  "Selection  of  Books"  (pages  154-156)  will  prove  of 
service  in  selecting  and  buying  books  for  home  libraries  from 
year  to  year.  Books  should  seldom  be  bought  from  agents, 
and  then  only  after  careful  consideration  and  inquiry. 

Subscription  to  a  number  of  magazines  is  an  essential  feature 
of  a  home  library.  For  suggestions  as  to  magazines,  see  "Juve- 
nile Magazines,"  page  99,  and  "Magazines  for  Grown-ups," 
pages  100-101. 

The  books  in  a  home  library  should  be  located  where  they 
can  conveniently  be  obtained  when  wanted  and  where  they  will 
invite  one  to  use  them.  Sectional  shelving  looks  attractive  and 
can  be  added  to  from  time  to  time.  Boys  taking  manual  train- 
ing can  make  shelving  for  the  books  of  the  home  library  as 
project  work.  It  is  preferable  that  such  shelving  be  open,  that 
is,  without  glass  or  other  doors.  Open  shelving  invites  to  more 
frequent  use  of  the  books. 

158 


XXXIV.     PUBLIC   LIBRARIES 

By  public  libraries  is  meant  libraries  which  are  open  to  the 
general  public.  If  no  charge  is  made,  they  are  known  as  free 
public  libraries.  It  is  with  free  public  libraries  that  we  are  here 
mainly  concerned. 

All  the  lessons  in  this  book  will  be  of  help  to  one  using  a  public 
library.  The  present  lesson,  however,  will  touch  upon  matters 
not  especially  treated  in  the  other  lessons. 

If  there  is  a  public  library  in  your  community,  you  should 
give  careful  attention  to  this  lesson.  If  not,  at  least  look  through 
the  lesson  and  note  the  main  points,  so  that  if  you  at  some  later 
time  have  access  to  a  public  library  you  will  know  better  how  to 
make  use  of  it.  A  visit  to  a  public  library  in  a  neighboring 
town  would  be  of  value  in  this  connection. 

GENERAL   PLAN    OF    A    PUBLIC    LIBRARY 

The  rooms  and  features  mentioned  below  will  be  found  in 
some  form  in  practically  all  public  libraries.  The  most  marked 
variations  will  occur  in  the  largest  and  in  the  smallest  public 
libraries. 

1.  A  lending  department,  usually  near  the  main  entrance, 
where  library  cards  are  obtained,  where  books  are  borrowed  and 
returned,  etc. 

2.  A   children's  room,  where   children's  books  and  maga- 
zines are  housed  and  which  serves  also  as  a  reading  room  for  chil- 
dren.    Here  the  children  obtain  their  library  cards,  and  bor- 
row and  return  books.     In  charge  of  the  room  is  a  children's 
librarian. 

3.  A  reading  room,  where  the  general  public  may  read  while 
in  the  library.     Chairs  and  tables  are  provided  for  this  purpose. 

12  159 


160  THE   USE   OF   BOOKS  AND   LIBRARIES 

4.  A  stack  room,  where  most  of  the  books  for  grown-ups 
are  shelved  on  double  shelving,  making  the  so-called  " stacks." 
Most  of  the  books  of  a  good-sized  library  are  kept  in  the  stack 
room. 

5.  A  reference  room,  where  the  dictionaries,  encyclopedias, 
atlases,    yearbooks,    books    of    quotations,    concordances,    and 
other  strictly  reference  books  are  shelved.     Tables  and  chairs 
are  provided  for  the  convenience  of  those  consulting  the  refer- 
ence books. 

6.  A    periodical    room,    where    the    bound    magazines    are 
shelved  and  where  they  may  be  read.     In  many  libraries  the 
general  reading  room  is  also  the  periodical  room.     In  the  periodi- 
cal room  the  current  magazines  and  newspapers  are  arranged 
in  racks  for  convenient  use.     Bound  magazines  for  past  years 
are  most  conveniently  arranged  alphabetically  by  title  and  each 
magazine  by  volume  or  year.     The  periodical  indexes  (Poolers 
Index  and  Readers'  Guide)  are  at  hand  for  reference. 

7.  Other  features.    Among  other  features  may  be  an  audi- 
torium where  public   meetings    are   held;    club    rooms  where 
various  clubs  may  hold  their  meetings;    a  librarian's  office;    a 
work   room,  etc.     Very  large   libraries  have  departments  not 
mentioned  here,  while  the  smaller  libraries  may  lack  some  of 
them. 

HOW    SUPPORTED 

Many  public  libraries  are  supported  by  public  taxation, 
some  by  subscription,  some  by  the  interest  on  money  left  as  an 
endowment.  Since  every  resident  of  a  community  may  have 
the  benefit  of  the  public  library,  taxation  is  the  best  way  of 
paying  the  expenses. 

You  no  doubt  know  that  Andrew  Carnegie  gave  many  millions 
of  dollars  for  the  building  of  public  libraries. 


PUBLIC   LIBRARIES  161 

USE    OF    THE    PUBLIC    LIBRARY 

Everyone  who  can  read  and  who  lives  in  a  community  where 
there  is  a  public  library  should  make  use  of  this  opportunity  to 
do  worth-while  reading  and  to  look  up  information  on  subjects 
in  which  he  is  particularly  interested.  There  will  be  a  large 
return  for  the  time  thus  spent. 

In  order  that  all  may  get  the  best  benefit  from  the  use  of 
the  library,  it  is  necessary  that  quiet  be  preserved.  Each  reader 
should  refrain  from  unnecessary  conversation  or  other  acts  that 
will  disturb  readers. 

Every  reader  should  take  out  a  borrower's  card  and  so  get 
the  right  to  draw  books.  This  usually  costs  nothing.  Such  a 
card  may  be  looked  upon  as  a  ticket  to  an  intellectual  feast  or 
banquet  that  can  be  enjoyed  at  almost  any  time. 

EXERCISE  l 

(i)  In  a  visit  to  the  library,  note  the  rooms  or  departments  corre- 
sponding to  those  enumerated  under  "General  Plan,"  pages  159-160. 
(2)  How  is  your  public  library  supported?  (3)  What  is  the  expense  per 
year?  (4)  How  was  the  money  raised  for  erecting  the  building?  What 
did  it  cost?  (5)  How  many  registered  borrowers  are  there?  (6)  How 
does  this  compare  with  the  number  of  people  in  the  community  ?  Ought 
the  number  of  borrowers  to  be  much  larger?  (7)  How  many  loans  of 
books  last  year?  (8)  What  percentage  of  the  loans  is  fiction?  Do 
you  think  this  is  too  much  fiction?  (9)  Can  non-residents  borrow 
books?  If  so,  under  what  regulations?  (10)  Give  several  reasons 
why  a  public  library  should  be  well  supported  by  taxation. 


i  Some  of  the  questions  can  be  answered  by  reference  to  the  annual  report  of  the  library. 


XXXV.    REFERENCE    BOOKS    ESPECIALLY    NEEDED 

The  following  list  constitutes  a  first-purchase  list  of  reference 
books  for  use  in  the  learning  and  giving  of  lessons  on  the  use  of 
books  and  libraries.  The  grades  in  which  each  title  is  needed 
are  indicated.  See,  further,  " Material  Needed  for  the  Lessons," 
page  xvi. 

Grades 

1.  Webster's  New  International  Dictionary 5,  6,  7,  8,  9 

2.  Webster's  Secondary  School  Dictionary  (several) 7,  8,  9 

3.  Webster's  Elementary  School  Dictionary  (several) 5,6 

Funk   and  Wagnalls'   New  Standard  Dictionary   is   a 

desirable  companion  volume  to  Webster's  New  Inter- 
national Dictionary,  beginning  with  the  eighth  grade. 
It  should  be  in  all  high-school  libraries.  The  Stand- 
ard High  School  Dictionary  is  a  serviceable  desk  dic- 
tionary for  upper  grades  and  high  school. 

4.  Champlin's  Cyclopedia  of  Common  Things 5,  6,  7,  8,  9 

5.  Champlin's  Cyclopedia  of  Persons  and  Places 5,  6,  7,  8,  9 

6.  Champlin's  Cyclopedia  of  Literature  and  Art 6,  7, 8, 9 

7.  An  up-to-date  encyclopedia  of  at  least  6  to  10  volumes.  .      6,  7,  8,  9 

8.  Latest  state  manual  or  blue  book 6,  7,  8,  9 

9.  Latest  World  Almanac 6,  7,  8,  9 

10.  Latest  Statistical  Abstract  of   the   I'.   S.    (annually    by 

Department  of  Commerce) 7,  8,  9 

11.  Latest  Congressional  Directory  (a  new  edition  for  each 

session  of  Congress) 7,  8,  9 

12.  Robert's  Rules  of  Order 8,  9 

13.  Book  of  quotations 8,  9 

14.  An  up-to-date  inexpensive  atlas 6,  7,  8,  9 

15.  Latest  Yearbook  of  U.  S.  Department  of  Agriculture.  ...  7,  8,  9 
,  1 6.  A  selected  supply  of  other  government  documents,  such 

as  Farmer's  Bulletins 6,  7,  8,  9 

17.  Who's  Who  in  America  (latest) 8,  9 

162 


XXXVI.     BOOKS  FOR  GENERAL  READING 

In  general,  the  books  in  the  following  lists  are  especially 
suitable  for  upper-grade  or  junior  high-school  pupils.  A  few 
of  them  are  usually  read  by  younger  pupils.  These  latter  titles 
have  been  included  as  a  recommendation  that  they  be  read  by 
those  upper-graders  who  have  not  yet  read  them.  They  can 
be  read  with  pleasure  and  profit  by  " young  people  of  all  ages." 
There  have  been  included  also  books  which  were  written  for 
grown-ups  but  which  are  especially  suitable  for  introducing  the 
youthful  reader  to  such  books. 

CONDUCT  OF   LIFE 
(For  suggestions,  see  page  148) 
Dewey  Lessons  on  Manners 

Lessons  on  Morals 

Edgeworth  Waste  Not,  Want  Not  and  Other  Stories 

Gould  Worth  While  People 

Hagedorn  You  Are  the  Hope  of  the  World 

Hale  How  to  Do  It 

Hubbard  Message  to  Garcia 

Gannett  Blessed  Be  Drudgery 

Mar  den  Training  for  Efficiency 

Pritchard  and  Turkington    Stories  of  Thrift  for  Young  Americans 
Sangster  Happy  School  Days 

Waterman  Boy  Wanted 

VOCATIONAL  GUIDANCE 
(For  suggestions,  see  page  148) 

Brewster  Vocational  Guidance  for  the  Professions 

Dickinson  Vocational  Guidance  for  Girls 

Drysdale  Helps  for  Ambitious  Boys 

Helps  for  Ambitious  Girls 
Pressey  A  Vocational  Reader 

163 


1 64  THE   USE   OF   BOOKS  AND   LIBRARIES 

VOCATIONAL   GUIDANCE    (Continued) 

Puffer  Vocational  Guidance 

Stoddard  What  Shall  I  Do? 

Weaver  Profitable  Vocations  for  Girls 

Weaver  and  Blyer  Profitable  Vocations  for  Boys 

MYTHS 
(For  suggestions,  see  page  56) 

Brown  In  the  Days  of  Giants 

Church  The  Odyssey  for  Boys  and  Girls 

Francillon  Gods  and  Heroes 

Gale  Achilles  and  Hector 

Hawthorne  Tanglewood  Tales 

"  Wonder  Book 

Mabie  Norse  Stories  Retold  from  the  Eddas 

St.  Nicholas  Stories  of  Classic  Myths 

CIVICS 
(For  suggestions,  see  page  119) 

GENERAL 

Austin  Uncle  Sam's  Secrets 

DuPuy  Uncle  Sam's  Modern  Miracles 

"  Uncle  Sam,  Wonder  Worker 

Haskin  The  American  Government 

Judson  Young  American 

Price  The  Land  We  Live  In 

Reinsch  The  Young  Citizen's  Reader 

Turkington  My  Country 

FICTION 

Andrews  The  Perfect  Tribute 

Brooks  A  Son  of  the  Revolution 

Churchill  Coniston 

Greene  A  Lincoln  Conscript 

Hale  The  Man  without  a  Country 

Rolt-Wheeler  The  Boy  with  the  U.  S.  Census 


BOOKS  FOR  GENERAL  READING 


165 


Rolt-Wheclcr 


The  Boy  with  the  U.  S.  Foresters 
The  Boy  with  the  U.  S.  Survey 


FABLES,   FOLKLORE   STORIES,   AND   FAIRY  TALES 
(For  suggestions,  see  page  54) 


Aesop 

Andersen 

Barrie 

Carroll 

Collodi 

Craik 

Frost 

Grimm 

Harris 

<  < 

Jacobs 


Kingsley 

Malory 

Pyle 

Richards 

Ruskin 

Thackeray 

Zitkala-sa 


Fables 

Stories 

Peter  Pan 

Alice's  Adventures  in  Wonderland 

Pinocchio 

Little  Lame  Prince 

Knights  of  the  Round  Table 

(German  Household  Tales 

Little  Mr.  Thimblefinger  Stories 

Uncle  Remus,  His  Songs  and  His  Sayings 

Celtic  Fairy  Tales 

English  Fairy  Tales 

Jataka  Tales 

Water  Babies 

The  Boy's  King  Arthur 

Some  Merry  Adventures  of  Robin  Hood 

The  Golden  Windows 

The  King  of  the  Golden  River 

The  Rose  and  the  Ring 

Old  Indian  Legends  Retold 


SCIENCE   AND    NATURE   AND   ANIMAL   STORIES 


Bostock 

Brown 

Burroughs 

Chapman 
Collins 

Drummond 


(For  suggestions,  see  page  69) 

The  Training  of  Wild  Animals 

Rab  and  His  Friends  and  Other  Dog  Stories 

Birds  and  Bees;  Sharp  Eyes  and  Other 
Papers 

The  Travels  of  Birds 

The  Wireless  Man;  His  Work  and  Adven- 
tures on  Land  and  Sea 

The  Monkey  That  Would  Not  Kill 


i66 


THE   USE   OF   BOOKS  AND   LIBRARIES 


SCIENCE  AND   NATURE  AND   ANIMAL  STORIES   (Continued) 


Fabre 

Gibson 

Jordan 

Kipling 

Miller 

Mix 

Muir 

Proctor 

Roberts 

Seton 
ii 

Sharp 

Velvin 

Waterloo 


Basset 

Collins 

Crump 

Delacomb 

Forman 

Moffett 

Mowry  and  Mowry 

Rolt-Wheeler 

N 

Tappan 
Williams 


Bacon 

Beard 

Beard  and  Beard 

Cyr 

Eastman 


Insect  Adventures 

Our  Good  Slave  Electricity 

The  Story  of  Matka 

The  Jungle  Book 

The  Second  Book  of  Birds 

Mighty  Animals 

Stickeen 

Stories  of  Starland 

The  Lord  of  the  Air 

The  Biography  of  a  Grizzly 

Wild  Animals  I  Have  Known 

The  Fall  of  the  Year 

Wild  Animal  Celebrities 

The  Story  of  Ab;  a  Tale  of  the  Cave  Men 

USEFUL  ARTS 
(For  suggestions,  see  page  71) 

The  Story  of  Glass 
The  Boys'  Book  of  Submarines 
The  Boys'  Book  of  Firemen 
The  Boys'  Book  of  Airships 
Stories  of  Useful  Inventions 
Careers  of  Danger  and  Daring 
American  Inventions  and  Inventors 
The  Boy  with  the  U.  S.  Life  Savers 
Wonder  of  War  in  the  Air 
Diggers  in  the  Earth 
How  It  Is  Made 

FINE  ARTS 
(For  suggestions,  see  page  73) 

Pictures  That  Every  Child  Should  Know 

The  Boy  Pioneers,  Sons  of  Daniel  Boone 

On  the  Trail 

Story  of  Three  Great  Artists 

Indian  Scout  Talks 


BOOKS  FOR  GENERAL  READING  167 

McSpadden  Stories  from  Wagner 

Mathewson  Pitching  in  a  Pinch 

Rogers  Sebago-Wohelo  Camp  Fire  Girls 

Whitcomb  Young  People's  Story  of  Art 

POETRY 
(For  suggestions,  see  pages  142-144) 

INDIVIDUAL   AUTHORS 

Bryant  Longfellow  Stevenson 

Burns  Riley  Tennyson 

Eugene  Field  Scott  Whittier 

Holmes  Service 

COLLECTIONS 

Palgrave  The  Children's  Treasury  of  English  Song 

Repplier  A  Book  of  Famous  Verse 

Rittenhouse  The  Little  Book  of  Modern  Verse 

Scollard  Ballads  of  American  Bravery 

Stevenson  The  Home  Book  of  Verse  for  Young  Folks 

Wiggin  and  Smith  Golden  Numbers 

PLAYS 
(For  suggestions,  see  page  145) 

ESSAYS 
(For  suggestions,  see  page  144) 

ORATIONS 
(For  suggestions,  see  page  145) 

TRAVEL  AND  ADVENTURE 
(For  suggestions,  see  page  58) 

Bullen  Cruise  of  the  Cachalot 

Clemens  Life  on  the  Mississippi 

Colum  ,      A  Boy  in  Eirin 
Dana  Two  Years  before  the  Mast 

Demetrios  When  I  Was  a  Boy  in  Greece 

DuChaillu  The  Country  of  the  Dwarfs 


i68. 


THE   USS   OF   BOOKS   AND   LIBRARIES 


TRAVEL  AND  ADVENTURE    (Continued) 
DuChaillu  King  Mombo 

Land  of  the  Long  Night 
Wild  Life  under  the  Equator 
Finnemore  The  Holy  Land 

Franck  Working  My  Way  around  the  World 

Green  The  Laird  of  Glentyre 

Grenfell  Adrift  on  an  Ice  pan 

Grey  The  Last  of  the  Plainsmen 

Jenks  Ba-long-long,  the  Igorot  Boy 

Landor  An  Explorer's  Adventures  in  Thibet 

Lummis  A  Tramp  across  the  Continent 

McDonald  Boris  in  Russia 

Mills  Wild  Life  on  the  Rockies 

Mokrievitch  When  I  Was  a  Boy  in  Russia 

Parkman  The  Oregon  Trail 

Peary  The  North  Pole 

Powell  First  through  the  Grand  Canyon 

Pyle  and  others  Adventures  of  Pirates  and  Sea  Rovers 

Roosevelt  African  Game  Trails 

Stories  of  the  Great  West 
Through  the  Brazilian  Wilderness 

Slocum  Sailing    Alone     around    the     World    (the 

abridged  edition  is  entitled  Around  the 
World  in  the  Sloop  Spray) 

Spears  Story  of  the  New  England  M 'haters 

Stanley  How  I  Found  Livingstone 

Stockton  Buccaneers  and  Pirates  of  Our  (Coasts 

Taylor  Boys  of  Other  Countries 

Thoreau  Camping  in  the  Maine  Woods 

Van  Tesslaar  When  I  Was  a  Boy  in  Roumauni 

Wallace  The  Lure  of  the  Labrador  11  'ild 

LIVES  OF  FAMOUS  MEN  AND  WOMEN 

•  (For  suggestions,  see  page  77) 
Abbott  Daniel  Boone 

Antin  The  Promised  Land 


BOOKS  FOR  GENERAL  READING 


169 


Baldwin 

Bolton 

<  i 

Brooks 

<  < 

Cody 

Custer 

Foa 

Franklin 

Gilbert 

Golding 

Haaren  and  Poland 

Hathaway 

<  t 

Hill 

<  < 

Howard 
Johnston 
Keller 
Lang 

Mace 

t  ( 

Meadowcroft 

Morgan 

Moses 

Muir 

Nicolay 

Overton 

Paine 
Parkman 


Abraham  Lincoln,  a  True  Life 

Four  Great  Americans 

Lives  of  Girls  Who  Became  Famous 

Lives  of  Poor  Boys  Who  Became  Famous 

The  True  Story  of  Christopher  Columbus 

The  True  Story  of  George  Washington 

Four  American  Poets 

The  Boy  General 

The  Boy  Life  of  Napoleon 

Autobiography 

More  Than  Conquerors 

The  Story  of  H.  M.  Stanley 

Famous  Men  of  Greece 

Famous  Men  of  Rome 

Famous  Men  of  the  Middle  Ages 

Cromwell 

Frederick  the  Great 

Napoleon 

On  the  Trail  of  Grant  and  Lee 

On  the  Trail  of  Washington 

Famous  Indian  Chiefs  I  Have  Known 

Famous  Scouts 

The  Story  of  My  Life 

The  Story  of  Joan  of  Arc 

Lincoln 

Washington 

Boy's  Life  of  Edison 

Theodore  Roosevelt,  the  Boy  and  the  Man 

Louisa  May  Alcott,  Dreamer  and  Worker 

The  Boyhood  of  a  Naturalist 

The  Boys'  Life  of  Abraham  Lincoln 

Life  of  Robert  Louis  Stevenson  for  Boys  and 

Girls 

Boy's  Life  of  Mark  Twain 
Heroes  of  To-day 
Heroines  of  Service 


THE  USE   OF   BOOKS  AND   LIBRARIES 


LIVES  OF  FAMOUS  MEN  AND  WOMEN  (Continued) 


Parton 

Perry 

Richards 

Riis 

Sanford  and  Owen 

Wade 

Washington,  Booker  T. 

White 


Captains  of  Industry 

Four  American  Inventors 

Florence  Nightingale 

The  Making  of  an  American 

Modern  Americans 

Pilgrims  of  To-day 

Up  from  Slavery 

The  Boys'  and  Girls'  Plutarch 


HISTORY 

(Including  Books  about  Indians) 
(For  suggestions,  see  page  82) 

GROUP    I.       HISTORICAL   SKETCHES   AND   ACCOUNTS 


Blaisdell  and  Ball 

Coffin 

Driggs 

DuPuy 

Eastman 
« 

Empey 

Frothingham 

Gordy 

Hawthorne 

Kelman 

Lansing 

Lodge  and  Roosevelt 

Marshall 

O'Brien 

Parkman 

Peat 

Scott 

St.  Nicholas 

Schultz 

Tappan 
Tomlinson 


Heroic  Deeds  of  American  Sailors 

Boys  of  '76 

Heroes  of  Aviation 

Uncle  Sam,  Fighter 

Indian  Child  Life 

Indian  Heroes  and  Great  Chieftains 

Over  the  Top 

Sea  Fighters  from  Drake  to  Farragut 

The  Causes  and  Meaning  of  the  Great  War 

Grandfather's  Chair 

Stories  from  the  Crusades 

Patriots  and  Tyrants 

Hero  Tales  from  American  History 

Stories  of  William  Tell 

Outwitting  the  Hun 

The  Boy's  Parkman 

Private  Peat 

Tales  of  a  Grandfather 

Colonial  Stories  Retold  from  St.  Nicholas 

Birdwoman  (Sacafawea) 

Strange  Stories  of  the  Revolution 

When  Knights  Were  Bold 

Boys  of  the  Revolution 


BOOKS  FOR   GENERAL  READING  171 

GROUP    2.      BIOGRAPHIES 

See  the  list  under  "Lives  of  Famous  Men  and  Women, "pages  168- 
170.  Biographies  of  historical  characters — Washington,  Lincoln,  Grant, 
Joan  of  Arc,  and  Napoleon,  etc. — give  vital  accounts- of  historical 
events. 

GROUP   3.      HISTORICAL   POEMS 

Clarke  Treasury  of  War  Poetry  (World  War) 

Matthews  Poems  of  American  Patriotism 

Scollard  Ballads  of  American  Bravery 

Service  Rhymes  of  a  Red  Cross  Man 

GROUP   4.      HISTORICAL  FICTION 

For  historical  fiction  see  below,  under  "Fiction,"  the  titles  listed  in 
connection  with  the  following  authors: 

Under  "Juvenile  Fiction":  Altsheler;  Austin;  Barnes;  Bishop; 
Brooks;  Dix;  Masefield;  Page;  Pyle;  Seawell;  Stoddard;  Tomlinson. 

Under  ' '  Fiction  for  Adults ' ' :  Andrews ;  Churchill ;  Cooper ;  Porter ; 
Scott;  Stowe;  Twain  (third  and  fourth  titles) ;  Wallace. 

FICTION 
(For  discussions,  see  pages  141-142) 

The  first  of  the  lists  which  follow  is  good  juvenile  fiction.  Which 
of  the  books  in  that  list  have  you  read  ?  •  Plan  to  read  a  number  of 
the  others. 

The  second  list  is  adult  fiction  which  will  very  likely  interest  boys 
and  girls  in  the  upper  grades.  Which  of  the  books  in  the  adult  list 
have  you  read?  Plan  to  read  most  of  the  others  also,  sooner  or  later. 
A  rich  treat  is  in  store  for  you  here.  When  you  have  read  quite  a 
number  of  these  books  and  have  talked  about  them  with  your  friends, 
you  will  know  of  much  other  good  fiction  which  you  will  want  to  read. 

JUVENILE   FICTION 

Alcott  Eight  Cousins 

Little  Men 

Little  Women 

An  Old-fashioned  Girl 
Altsheler  The  Forest  Runners 


172 


THE    USE   OF   BOOKS   AND    LIBRARIES 


JUVENILE  FICTION  (Continued) 

Austin  Uncle  Sam's  Boy  at  War 

B  arbour  The  Crimson  Sweater 

Barnes  Yankee  Ships  and  Yankee  Sailors 

Baylor  Juan  and  Juanita 

Bennett  Master  Skylark 

Bishop  Bob  Thorpe,  Sky  Fighter  in   the  Lafayette 

Flying  Corps 

Boyeson  Norseland  Tales 

Brooks,  E.  S.  A  Boy  of  the  First  Empire 

Master  of  Strong  Hearts 

Connor  Glengarry  School  Days 

De  Foe  Robinson  Crusoe 

Dix  Little  Captive  Lad 

Merrylips 

Soldier  Rigdale 

Dodge  Hans  Brinker 

Duncan  Adventures  of  Billy  Topsail 

Eggleston  The  Hoosier  Schoolboy 

Eliot  Silas  Marner 

French  The  Lance  of  Kanana 

Greene  Picket?  s  Gap 

Hughes  Tom  Brown's  School  Days 

Kipling  Captains  Courageous 

Lagerlof  The  Wonderful  Adventures  of  Nils 

Lange  On  the  Trail  of  the  Sioux 

McNeil  The  Totem  of  Black  Hawk 

Masefield  Jim  Davis 

Martin  Hyde,  the  Dukes  Messenger 
Montgomery  Anne  of  Green  Gables 

Page  Among  the  Camps 

Two  Little  Confederates 
Paine  Arkansaw  Bear 

Pyle  Men  of  Iron 

Schultz  The  Quest  of  the  Fishdog  Skin 

Seawell  Little  Jarvis 


BOOKS  FOR  GENERAL  READING 


173 


Spyri 

Stevenson 

Stoddard 

Tomlinson 

« 

Wallace 
White 

Wiggin 

« « 

Wyss 
Zollinger 


Heidi 

Treasure  Island 
Guert  Ten  Eyck 
Little  Smoke 
Boys  with  Old  Hickory 
Three  Colonial  Boys 
Ungava  Bob 
The  Magic  Forest 
Polly  Oliver's  Problem- 
Rebecca  of  Sunnybrook  Farm 
Swiss  Family  Robinson 
Widow  O'Callaghan's  Boys 


FICTION    FOR   ADULTS    THAT    WILL    INTEREST    BOYS    AND    GIRLS 


Andrews 

Atkinson 

Bjornson 

Blackmore 

Bun van 

Cervantes 

Churchill 

1 1 

Cooper 


Craik 

DeFoe 

Dickens 


Edgiest  on 

Fox 

Eliot 


The  Perfect  Tribute 

Greyfriars  Bobby 

A  Happy  Boy 

Lorna  Doone 

Pilgrim's  Progress 

Don  Quixote 

The  Crisis 

Richard  Carvel 

The  Deer  slayer 

The  Last  of  the  Mohicans 

The  Pilot 

The  Spy 

John  Halifax,  Gentleman 

Robinson  Crusoe 

A  Christmas  Carol 

David  Copperfield 

Old  Curiosity  Shop 

Oliver  Twist 

The  Hoosier  Schoolmaster 

The  Little  Shepherd  of  Kingdom  Come 

Silas  Marner 

The  Mill  on  the  Floss 


174 


THE   USE   OF   BOOKS  AND   LIBRARIES 


FICTION  FOR  ADULTS  (Continued) 

Hale  The  Man  without  a  Country 

Jackson,  H.  H.  Ramona 

London  The  Call  of  the  Wild 

White  Fang 

Ollivant  Bob,  Son  of  Battle 

Poe  Best  Tales  (Cody) 

Porter  Scottish  Chiefs 

Rice  Mrs.  Wiggs  of  the  Cabbage  Patch 

Scott  Ivanhoe 

Kenilworth 

Quentin  Durward 

The  Talisman 

Stevenson  Kidnapped 

Stowe  Uncle  Tom's  Cabin 

Swift  Gulliver's  Travels 

Tarkington  Penrod 

Twain  Adventures  of  Huckleberry  Finn 

Adventures  of  Tom  Sawyer 

Personal  Recollections  of  Joan  of  Arc 

The  Prince  and  the  Pauper 
Wallace  Ben-Hur 

White  The  Blazed  Trail 


THE   INDEX 


Abbreviations: 

interpreted  by  dictionary,  20-21 

used  by  dictionary,  21 
Abstract  of  the  Census,  131 
Accent,  22 

Adaptations  of  poems,  143-144 
Adjectives,    comparison    of,    given    in 

dictionary,  66 

Adventure.     See  Geography  and  travel 
Adverbs,  comparison  of,  given  in  dic- 
tionary, 66 
Agriculture,   Yearbook  of  the  Department 

of,  131 

Aim  of  this  book,  xi 
Allusions,  literary,  reference  books  for 

explaining,  38-39,  137-138 
American  Yearbook,  36 
Analytic  cards,  48 
Anonymous  books,  8 
Appendix,  explained,  13 
Arbitrary  signs  explained  in  dictionary, 

66-67 

Archaic,  defined,  61 
Arts.     See  Fine  arts;  Useful  arts 
Atlases,  33-34 
Author  cards,  46-47 
Authors  and  their  works,  136-137 

Bible  names,  explained  in  dictionary,  38 
Binding,  kinds  of,  5-6,  149-150 
Biographical  dictionaries,  28,  75 
Biography: 

books  recommended  for  reading,  168- 
170 

general  reading,  77 

reference,  74-77 
Blue  books  (state  manuals),  117,   132- 

133 

Body  of  the  book,  10-11 
Book: 

physical  make-up  of  the,  4-7 

printed  parts  of  the,  8-13 

story  of  the,  14 
Books: 

arrangement  of,  on  shelves,  40-45 

cataloging  of,  46-52 

classification  of,  40-45 

for  general  reading,  list  of,  163-174 

13  175 


how  to  handle,  1-3 

ordering,  155-156 

physical  make-up  of,  4-7 

printed  parts  of,  8-13 

reference,  needed,  162 

selection  of,  I54~I55 

sets  of,  151-152 

sizes  of,  6,  151 

Booklists,  130,  132,  152,  154-156 
Book-reviewing  magazines,  154-155 

Call  numbers,  41,  45 

Capitalization  indicated  in  the  diction- 
ary, 20 

Card  catalog,  46-52 

Cataloging,  46-52 

Census,  Abstract  of  the,  131 

Chapters,  n 

City  publications,  133 

Class  numbers,  40-45 

Clippings,  pamphlets  and,  134-135 

Civics,  books  on,  164-165 

Colloquial,  defined,  60 

Comparison  of  adjectives  and  adverbs 
given  in  dictionary,  66 

Compound  words  shown  in  dictionary, 

19 

Concordances,  13,  139-141 
Conduct  of  life  and  vocational  guidance: 

books  recommended  for  reading,  163- 
164 

general  reading,  148 

reference,  147-148 
Congressional  Directory,  117,  131 
Contents,  table  of,  in  books,  10 

importance  of,  151 
Copyright,  9 
Cover,  4 

printing  on,  13 
Cross-reference  cards,  49-50 
Cross  references  in  encyclopedias,  32 

Daily  News  Almanac,  35 
Dedication  of  a  book,  13 
Definitions  in  the  dictionary,  23-25 
Derivation  of  words  given  in  dictionary, 

120-127 
Derivatives,  123-127 


i76 


THE    INDEX 


Dewey  decimal  system,  classification  for 

juvenile  books,  40-41,  44-45 
Dialect,  defined,  60 
Dictionary: 

abbreviations  in,  20-21 

adjectives,  comparison  of,  in,  66 

adverbs,  comparison  of,  in,  66 

arbitrary  signs  explained  in,  66-67 

as  guide  to  good  English,  60-62 

biographical  information  in,  27-28 

capitalization,  20 

comparison  of  adjectives  and  adverbs 
in,  66 

compound  words,  19 

contents  of,  15 

definitions  in,  23-25 

derivation  of  words  given  in,  120-127 

divided  page  in,  18 

English,  as  guide  to  good,  60-62 

fiction,  noted  names  of,  explained  in,  39 

finding  given  words  in,  16-18 

folklore  stories  explained  in,  39 

foreign  words  and  phrases  explained 
in,  62-63 

gazetteer  in,  27 

guide  words  in,  17 

key  words  in,  22-23 

legends  explained  in,  39 

myths  explained  in,  39 

new  words  in,  18 

nicknames  explained  in,  38 

parts  of  speech  indicated  in,  63 

personal  names  explained  in,  37-38 

phrases  explained  in,  37 

pictorial  illustrations  in,  25-26 

plates  in,  26 

plurals  in,  19-20 

prefixes,  122-123 

pronunciation,  as  guide  to,  22-23 

proper  names  explained  in,  37-38 

quotations  given  in,  120 

signs,    arbitrary,    used    in    printing, 
explained  in,  66-67 

specialized  meanings  given  in,  59-60 

spelling,  correct,  through  use  of,  19-20 

suffixes,  123 

syllables,  dividing  words  into,  19 

synonyms  discussed  in,  59 

unabridged,  15-16 

verbs,    principal   parts    of,    indicated 
by,  64-65 

verbs,  transitive  and  intransitive,  indi- 
cated in,  64 
Divided  page  in  dictionary,  18 


Drama,  145 

Edition,  9 
Editions,  149-153 

aids  in  selection  of,  152 
Editorials  in  newspapers,  87-89 
Encyclopedias : 

cross  references  in,  32 

general,  29-32 
End  papers,  4 
English,   dictionary  as  guide   to  good, 

60-62 
Essays,  144 

Fairy  talcs,  fables,  and  folklore: 

books  recommended  for  reading,   165 

general  reading,  54 

reference,  53 
Farmer's  Bulletins,  131 
Fiction,  141-142 

books  of,  listed,  164,  171-174 

noted    names    of,    explained    in    dic- 
tionary, 39 
Files,  vertical,  134 

Filing  of  pamphlets  and  clippings,  134-135 
Fine,  arts: 

books  recommended  for  reading,   166 

general  reading,  73 

reference,  72-73 
Fly  leaves,  4 

Folklore  explained  in  dictionary,  39 
Folklore,  fairy  talcs,  fables,  and,  53-54 
Footnotes,  n 
Foreign  words  and  phrases  explained  in 

dictionary,  62-63 
Foreword,  defined,  10 

Gazetteer  in  dictionary,  27 
General  reading,  books  for,  163-174 
Geography  and  travel : 

books  recommended  for  reading,  167- 
168 

general  reading,  58 

reference,  57-58 
Glossary,  defined,  13 
Government: 

books  recommended  for  reading,  164, 
168-169 

general  reading,  119 

reference,  116-119 
Government  documents,  128-132 

departments  issuing,  128-130 

how  to  obtain,  130-131 

how  to  select,  130      .   . 


THE  INDEX 


177 


list  of  important,  131 

price  lists  of,  130 
Guide  cards,  52 
Guide  words  in  dictionary,  17 

Handling  of  books,  1-3 

Hinge,  4 

History: 

books  recommended  for  reading,  170- 
171 

general  reading,  82 

reference,  78-82 
History  of  books,  14 
Home  libraries,  158 

Illustrations,  12 

in  dictionary,  25-26 

list  of,  in  books,  13 
Indexes: 

explained,  12-13 

importance  of,  151 

magazine,  104-109 
Index  letters,  51 
Introduction,  defined,  10 
Introduction  to  this  book,  xi-xvii 

Key  words  in  the  dictionary,  22-23 

Legends  told  in  the  dictionary,  39 
Lessons  in  this  book: 

aim  of,  xi 

by  whom  to  be  taught,  xv-xvi 

for  whom  intended,  xii-xiii 

material  needed  for,  xvi 

origin  of,  xii 

which  may  be  given  in  the  middle  and 

lower  grades,  xiii 
Libraries: 

home,  158 

public,  159-161 

school,  xvii,  157 
Library: 

organization  of  the  school,  xvii 
Library  of  Congress  cards,  50-51 
Literary  allusions,  reference  books  for 

explaining,  38-39.  *37 
Literature  (see  also  Biography;  Drama; 
Fiction;  History;  Orations;  Poetry; 
etc.): 

general  reading,  141-146 

list  of  books,  163-174 

reference,  136-141 
Low,  defined,  61 


Magazine  indexes,  104-109 
Magazines: 

for  grown-ups,  100-102 

how  to  read,  102-103 

indexes  for,  104-109 

juvenile,  99 

reference  work,  103-109 

selection  of,  99-102 
Margins,  150-151 
Material  needed  for  the  lessons  in  this 

book,  xvi 
Meanings  of  words,  specialized,  given  in 

dictionary,  59-60 
Mythology: 

books  recommended  for  reading,   164 

general  reading,  56 

reference,  55-56 
Myths  told  in  the  dictionary,  39 

Nature.     See  Science  and  nature 

New  International  Yearbook,  36 

News  articles,  parts  and  arrangement  of, 

85-87 
Newspapers,  83-98 

contents  of,  83-85 

how  made,  89-95 

how  to  read,  95-96 

reliability  of,  judging,  96-97 
Nicknames  explained  in  the  dictionary, 

38 
Note  taking,  110-115 

Obsolete,  defined,  61 

Orations,  145 

Ordering  books,  155-156 

Paging,  ii 

Pamphlet  boxes  and  folders,  134-135 

Pamphlets  and  clippings,  134-135 

Paper  used  in  books,  150 

Paragraphs,  n 

Parliamentary    practice,     manuals     of, 

117-118 
Parts  of  speech,  indicated  by  dictionary, 

63 
Personal    names    given    in    dictionary, 

37-38 

Phrases  explained  in  dictionary,  37 
Physical  make-up  of  a  book,  4-7 
Pictorial  illustrations  in  dictionary,  25- 

26 

Plates  in  dictionary,  26 
Plays,  145 
Plurals  given  in  dictionary,  19-20 


i78 


THE  INDEX 


Poetry,  142-144 

adaptations  of,  143-144 

recommended  reading,  167 
Poole's  Index  to  Periodical  Literature,  10 
Preface,  defined,  10 
Preface  of  this  book,  ix-x 
Prefixes,  122-123 
Price  lists: 

of  public  documents,  131 

of  publishers,  155-156 
Printed  parts  of  a  book,  8-13 
Printing,   arbitrary   signs  used   in,   ex- 
plained in  dictionary,  66-67 
Pronouncing     biographical     dictionary, 

27-28 
Pronunciation,  dictionary  as  guide  to, 

22-23 
Proper  names  explained  by  dictionary, 

37-38 

Pseudonyms,  8-9 
Public  documents,  128-133 

city,  133 

government,  128-132 

state,  132-133 
Public  libraries,  159-161 

plan  of,  159-160 

support  of,  1 60 

use  of,  161 
Publishers'  lists,  155 
Publishers1  Trade  List  Annual,  155 

Quotations,  138-139 
indexes  of,  139 

Rare,  defined,  61 

Readers'  Guide  to  Periodical  Literature, 

104-109 

Recitations,  145-146 
Reference  books  needed,  162 
Running  heads,  1 1 

School  libraries,  xvii,  157 
Science  and  nature: 

books  recommended  for  reading,  165- 
166 

general  reading,  69 

reference,  68-69 
Scope  of  this  book,  xiv 
Sections,  4 

how  formed,  6 
Selection  of  books,  154-!  55 
Series,  9 

Sets  of  books,  151-152 
Side  heads,  1 1 


Signs,  arbitrary,  used  in  printing,  ex- 
plained in  dictionary,  66-67 

Sizes  of  books,  6,  151 

Slang,  defined,  61 

Spelling,  correct,  through  use  of  dic- 
tionary, 19-20 

State  booklists,  132,  152,  154 

State  documents,  132-133 

State  manuals,  117,  132-133 

Statesman's  Year-Book,  36 

Statistical  Abstract,  131 

Subject-analytic  cards,  48-49 

Subject  cards,  48 

Suffixes,  123 

Super,  4 

Syllables,  division  of  words  into,  by 
dictionary,  19 

Synonyms  discussed  in  dictionary,  59 

Table  of  contents  in  books,  10 

importance  of,  151 
Teaching  of  lessons  in   this  book,   by 

whom  to  be  done,  xv-xvi 
Text,  II 

Thumb  index,  16 
Title  cards,  47 
Title  page,  8 
Travel  and  adventure.     See  Geography 

and  travel 
Type,  size  for  books,  150 

Unabridged  dictionary,  15-16 
United  States  Catalog,  156 
Useful  arts: 

books  recommended  for  reading,  166 

general  reading,  71 

reference,  70-71 

Verbs: 

principal  parts  of,  given  in  the  dic- 
tionary, 64-65 
transitive  and  intransitive,  indicated 

in  dictionary,  64 
Vertical  files,  134 
Vocational  guidance.     See  Conduct  of 

life  and  vocational  guidance 
books  recommended  for  reading,  163- 

164 
Vulgar,  defined,  61 

World  Almanac,  35,  116 

Yearbook    of   the    Department  /»/   Agri- 
culture, 131 
Yearbooks,  35-36 


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BERKELEY 

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This  book  is  DUE  on  the  last  date  stamped  below. 


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